怀疑论、认知资格与实用辩护

当代彻底怀疑论宣称关于外部世界的知识是不可能的。面对怀疑论的攻击,怀特发展了一条内在主义式的反怀疑论方案。基于传递失败和认知资格两个关键概念,该方案指出认知者接受类似我没有在做梦一类的反怀疑论命题是符合认知理性的,因此怀疑论攻击所造成的破坏是有限度的。有一派反对意见指出,该方案只是为接受反怀疑论命题给出了实用辩护,而怀疑论者则是要求认知辩护。但经过分析可以发现,批评者对于认知辩护与实用辩护的理解过于狭隘,而怀特的方案同时给出了实用辩护与认知辩护,也对怀疑论产生的根源做出了哲学治疗。     

诺齐克的个人权利思想探究--读诺齐克的《无政府、国家与乌托邦》札记

针对现代西方资本主义社会的“平等”与“自由”的矛盾，诺齐克提出他的个人权利思想。个人权利思想贯穿于他的《无政府、国家与乌托邦》，也是他理论的出发点。文章就其理论中最弱意义上的国家、道德边际约束、资格理论和个人天赋等方面探讨了诺齐克的这一思想。     

Challenging the Assumption of a Western Phenomenon: Academic Entitlement in Saudi Arabia

Academic entitlement (AE) is increasingly associated with problematic behaviors and attitudes, including student incivility and endorsement of cheating. As research on this context-specific form of entitlement increases, no one has yet explored the rates of occurrence outside of North America. To investigate whether students at North American universities are alone in their endorsement of academically entitled beliefs and behaviors, we administered a bidimensional (entitled expectations and externalized responsibility) AE measure to university students in Saudi Arabia and the United States. Contrary to expectations, the Saudi Arabian students, particularly the women, reported on this measure higher levels of AE than the American students. However, in the Saudi sample, academic entitlement was associated with self-esteem and not with narcissism or independent self-construal. While these results challenge the assumptions that AE is an exclusive Western educational phenomenon, they also raise questions about the potentially different meaning of AE in non-Western cultures and the validity and reliability of AE measurement.     

土地确权、土地投资与农户土地规模经营——基于不完全契约视角的研究

农村土地确权在一定程度上解决了承包制的不完全契约特性,将剩余控制权配置给土地投资决策相对重要的农民,必然深刻影响土地流转投资、关系专用性投资和农户土地规模经营。本文利用中国健康与养老调查数据库2011年、2013年和2015年数据,对土地流转和土地规模经营的样本进行分类回归,经验验证发现,确权使农户转出土地意愿提高,转出土地面积增多,转出价格升高;确权对不同类农户转入土地面积的影响有差异,确权提高了转入面积在0.2hm²以下和0.6hm²以上农户的转入,抑制了转入面积在0.3~0.6hm²农户的转入,解释了确权是否推动土地流转的研究争议。确权推动了农户土地规模经营,对经营面积0.6hm²以上农户的影响更为显著。交互项回归结果验证了确权通过作用于农户土地流转投资、土地关系专用性投资,进而影响土地规模经营的机制。控制实验的结果表明,确权对不同地区、地形的农户土地规模经营影响有差异,确权显著提高了经营面积在0.6hm²以上、东部平原地区农户的土地规模经营水平。     

Time Scales and Academic Excellence

Abstract

While not representative of all students, those who demonstrate a sense of entitlement demand a great deal of instructors' time and energy. Our article places student entitlement in its social context, with specific attention to the prevalence of the consumer mentality, grade inflation, and the self-esteem of the student generation. We then outline several strategies for dealing with entitlement behavior. We suggest that greater clarity in standards and assessment, combined with specific requirements guiding teacher-student interactions and general efforts to resocialize students and faculty, will help to curb these behaviors.     

‘Every child's birthright’? Democratic entitlement and the role of canonical literature in the English National Curriculum

In the current government's ‘Great Books' approach to the National Curriculum for English lies an apparent desire for all school students to benefit from access to a shared ‘cultural heritage', where compulsory knowledge of Shakespeare and other canonical writers is in itself assumed to be a transformative and democratising process. With reference to qualitative classroom-based research focusing on year 9 and 10 students' experience of Shakespeare at Key Stage 3 and Key Stage 4, this article questions that assumption. Drawing on classroom and interview data from two London comprehensive schools, it suggests that for many students it has been an experience that serves to exclude, a reproduction of existing socio-cultural differences. Ultimately, even in classrooms where teachers attempt to construct Shakespeare pedagogically as ‘active’, the process of reading may remain a passive one, where textual meanings are ultimately almost entirely mediated by teachers, mindful of ensuring all students are afforded ‘access’ to the text. This article argues that Shakespeare’s iconic status and the authority of the text thus remain largely intact, a disabling process for some students.     

Majority group opposition to minority political entitlements: The Social Dominance Paradox

We propose and test the Social Dominance Paradox of majority opposition to minority political entitlement in a national sample of the European majority group in New Zealand (N = 4628). The paradox arises because for the majority ethnic group, Social Dominance Orientation (SDO) should simultaneously and differentially predict support for, and resistance to, minority political interests through opposing ideological mechanisms: Color-Blind Ideology (subjectively egalitarian ideology which functions to maintain inequality by de-emphasising group membership) and Ethnic System Justification (which recognises ethnicity and asserts that ethnic relations are fair). We argue that for the majority group, SDO should predict increased ethnic group salience, and should thus predict decreased Color-Blindness. However, SDO should also lead people to view existing hierarchical arrangements between ethnic groups as legitimate, leading to increased Ethnic System Justification. These dual ideologies should in turn both predict opposition to minority political entitlements. Predictions were supported, and occurred in addition to the strong direct effect of SDO on opposition to minority political entitlement. These findings provide an important, and theoretically predicted, paradox evident for those high in SDO; and emphasise the subtlety and explanatory power of Social Dominance Theory for understanding support for minority political entitlement.     

The educational trajectory of Newly Arrived Migrant Students: Insights from a structural analysis of cultural capital

ABSTRACT

Background: The recent influx of Newly Arrived Migrant Students (NAMS) in Western-European societies poses important educational questions about how best to support migrant students within the education system.

Purpose: We sought to study how elements that are associated with cultural capital – namely a sense of entitlement and strategic knowledge – have relevance to NAMS’ educational trajectories. In studying the process of how cultural capital relates to educational careers, this study argues for a general shift from a resource-focused approach towards a strategy-focused approach to cultural capital.

Sample: We collected data from 33 NAMS from six secondary schools in a city in Flanders (the Dutch-speaking part of Belgium). A maximum difference approach was used: this allowed comparison of NAMS who followed the most academic track (general track) and the least academic track (vocational track) in secondary education in Flanders.

Design and methods: We undertook 33 in-depth biographical interviews during which the NAMS reconstructed their educational trajectories. Data were analysed qualitatively. We used structural approach analysis to identify each narrative’s core structure. These structured fragments were then thematically coded.

Results: Within the categories ‘a sense of entitlement’ and ‘strategic knowledge of the education system’, the analysis detected differences in strategies of action between pupils in the general track and in the vocational track.

Conclusion: The findings offer insights that could support the development of better strategies to guide and support NAMS in education. As NAMS’ integration in the educational system appears to be a stretched and slow process of orientation, studying their trajectory has the potential to deepen our understanding of known mechanisms of the reproduction of inequalities in education.     

Whatever happened to entitlement in the National Curriculum?

ABSTRACT

In this article I recount the origins of the concept of entitlement in relation to the com‐ pulsory curriculum, particularly the government position (DES, 1987) as stated in the proposal for a National Curriculum. I suggest that the term ‘entitlement’ was then in clanger of being little more than a legitimating shibboleth, employed to lend authority to an educational programme that was substantially political rather than educational. With reference to my own doctoral research, and to subsequent National Curriculum developments, I observe that the passing of a decade has lent weight to this view, even as Sir Ron Dearing's major review (SCAA, 1994) continued to make various claims for entitlement being conveyed upon children.     

The dialectic of substance: Rhetoric vs poetry

Distinguishing between rhetorical and poetic forms of symbolic action, derived from the works of Kenneth Burke, this essay finds the substance of each in identification/division and in the power of entitlement. Whereas the symbolic power of poetry arises from acts of identification/division apparent within the text, the symbolic power of rhetoric arises from the acts of identification/division that extend beyond the text, implicating auditors in the action that appears there. Distinctive responses result from the unique understanding required of each form of symbolic action.