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Measuring production and comprehension of written arguments in upper-elementary grades
Get PDFWe describe a systematic process of developing measures of argument production and comprehension. These measures, designed for students in upper-elementary language arts classrooms, are called Writing Argument and Reading Argument. We discuss the rationale and theoretical framework for the measures, describe pilot and validation studies, and present initial findings to support the reliability, validity, and usability of these measures. Our results showed that both measures had acceptable inter-rater reliability. The correlations among Writing Argument, Reading Argument and an established reading comprehension test were moderate, which highlights the importance of task-specific competencies. The performance on both measures was not associated with ethnicity of the students. Gender was a significant predictor, with girls performing better than boys. Teachers found both measures to be pedagogically useful. Although some teachers initially struggled with learning how to use the scoring rubrics, they generally found the scoring for both tasks to be informative for their practice
Spiritual crisis as a result of academic socialization into the scientific study of religions
No full textThe article is focused on the individual spiritual crisis of one Religious Studies student as a case study of the tension between this field of study and one\u27s own religious/spiritual identity. From a social constructivist perspective, Religious Studies is seen as a specific subworld with its own knowledge and rules which are internalized by students during their academic socialization process. As the text argues, academic socialization into Religious Studies also has a significant impact on the students\u27 construction of their religious/spiritual identity. The analysis shows that spiritual crisis was stimulated by these factors: 1) the disintegration of the spiritual bricolage in relationship to the knowledge gained in Religious Studies; 2) the internalization of the scientific rationalization of religions and disenchantment in everyday life; and 3) the secularization of the Religious Studies students\u27 identity and the privatization of their personal religious/spiritual identity. To decrease this tension, the text, inspired by Jürgen Habermas\u27 conception of rational discussion in the public institutional space, proposes a shift from secular academic socialization to post-secular academic socialization. This means the direct integration of religious/spiritual identities into the academic socialization process and a shift from the Weberian conception of objectivity to the Latourian one regarding the ideal-typical construction of the scholar in the Religious Studies subworld
Ethics of social consequences and Evolutionary Ontology in contemporary environmental ethics
Get PDFPredkladaná štúdia analyzuje, porovnáva a hodnotí koncept evolučnej ontológie Josefa Šmajsa a etiku sociálnych dôsledkov Vasila Gluchmana. Na jednej strane sa zameriava na určité podobnosti, ktoré tieto dve teórie spájajú, na druhej strane identifikuje odlišnosti, a to najmä v kontexte environmentálnej etiky. Obidve koncepcie vznikali ako originálne teórie približne v rovnakom období v dvoch susediacich krajinách, pričom sú stále veľmi inšpiratívne, otvorené kritike a pomerne reflektované filozoficko-etickou obcou.The article deals with an analysis, comparison and evaluation of Evolutionary Ontology by Josef Šmajs and Ethics of Social Consequences by Vasil Gluchman. It focuses on the similarities between the two theories as well as on some of their differences, especially in relation to environmental ethics. Both theories were created simultaneously in two bordering countries and are still to a great extent inspirational, open to criticism and reflected in the philosophical and ethical community
Anselm of Canterbury\u27s commentary to Aristotle\u27s Categories
No full textStudie se věnuje dialogu Anselma z Canterbury De grammatico. Tento spis byl samotným autorem označen jako úvod do dialektiky. V dobové dialektice zastával klíčové místo Aristotelův spis Kategorie. Tento článek se proto pokouší interpretovat Anselmův dialog jako určitou pedagogicky koncipovanou podobu komentáře k Aristotelovým Kategoriím. V návaznosti na Anselmův spis jsou postupně představeny jednotlivé teze z Aristotelových Kategorií (jak tzv. antepredicamenta, tak pojednání o substanci, kvalitě a částečně i vlastnictví) a způsob, jakým s nimi Anselm pracoval.The paper deals with the dialogue De grammatico written by Anselm of Canterbury. The author of the dialogue himself described the work as an introduction to dialectics. In that epoch, the leading role in the given art belonged to Aristotle\u27s Categories. As a result, the article aims to interpret Anselm\u27s dialogue as a commentary to Aristotle\u27s Categories conceived in a pedagogic form. Following Anselm\u27s treatise, the paper analyses particular theses from the Categories (firstly the so-called antepredicamenta, then the categories of substance, quality, and partly also having) and the approach Anselm employed in working with them
