scholarly journals Koncepcja tożsamości konstytucyjnej: wymiar indywidualny, relatywny oraz zbiorowy

2017 ◽  
Vol 107 ◽  
pp. 335-357
Author(s):  
Anna Śledzińska-Simon
Keyword(s):  
Three Dimensions ◽  
Self Perception ◽  
Constitutional Order ◽  
Close Proximity ◽  
The Individual ◽  
Individual Self ◽  
Constitutional Identity

THE CONCEPT OF CONSTITUTIONAL IDENTITY: INDIVIDUAL, RELATIVE AND COLLECTIVE DIMENSIONThis article begins with the supposition that constitutional identity is an attractive legal notion that has been used to legitimize the power of courts in cases that usually arose as a result of the conflict of norms stemming from various legal orders. Whenever judges use constitutional identity rhetoric to justify their decisions, they assume to know the contents of constitutional identity. Ultimately, they do not play the role of the “guardians of the Constitution”, but the “guardians of identity”, and aim to gain, maintain or extend their powers, in particular their authority of the “last word” in the judicial dialogue. The article argues that each constitutional order requires identification of the constitutional subject for its legitimization. It claims, however, that identity of a constitutional subject may develop simultaneously in three dimensions as an individual, relational and collective selves, which remain in constant interaction. While the individual self denotes a particularistic self-perception, the relational and collective selves indicate that identity can mean not only difference, but also sameness or close proximity.

scholarly journals Foreign Experience in Using Educational Logotherapy in Professional Activities of Primary School Teachers

2017 ◽  
Vol 7 (3) ◽  
pp. 55-61
Author(s):  
Yuliia Stepura
Keyword(s):  
Primary School ◽  
Social Activity ◽  
Therapeutic Concept ◽  
Professional Activities ◽  
Therapeutic Interaction ◽  
The Social ◽  
Primary Schoolchildren ◽  
The Individual ◽  
Individual Self

Abstract The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education The author has represented inteipretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J. Moreno, C. Rogers et al) on such terms as “communication ”, “aesthetotherapy ”, “educational logotherapy” etc. An attempt has been made to analyze the social coTitent of pedagogical activity in the context of using logotherapy in primary school based on an agogical paradigm. In the scope of the article, the specific of using the therapeutic metaphor in the educational environment of primary' school has been represented as well as the basic stages of its implementation have been determined. These stages are the following: description of the storyline, persuasion and binding. The author has defined the role of the “living metaphors” in organization of the therapeutic interaction between the teacher and primary' schoolchildren. Particular attention has been paid to formation of the humanistic competency among primary schoolchildren; this competency is to be based on their understanding of the following philosophical and pedagogical categories: a norm (as a means and a results of pupils' social activity), freedom (as a mean and a result of individual self-expression among primary schoolchildren) and happiness (as an individual self-expression among primaryr schoolchildren). The author has assessed the role of deflection method and paradoxical intention for the social development of the pupil and further formation of the individual. Additional attention has been paid to determination of the socioeducational and psychological and pedagogical potential of such leading method in logotherapy as “The Socratic dialogue” (or “The Socratic circle”): as well have been highlighted the main stages of its implementation: consent (search for what pupil may agree), doubt (an expression of doubts towards weak arguments of interlocutor) and arguments (the teacher must convey' one’s opinion, without any resistance from the child): have been represented different various algorithms of its realization: the method of “aquarium”, “panel method” and “questioning technique”.

scholarly journals Indirectness in the Age of Globalization: A Social Network Analysis

2019 ◽  
Vol 23 (4) ◽  
pp. 930-949
Author(s):  
Marina Terkourafi
Keyword(s):  
African American ◽  
American English ◽  
Historical Context ◽  
Theory Building ◽  
Network Ties ◽  
British English ◽  
Theoretical Predictions ◽  
The Individual ◽  
Individual Self

Indirectness has traditionally been viewed as commensurate with politeness and attributed to the speaker’s wish to avoid imposition and/or otherwise strategically manipulate the addressee. Despite these theoretical predictions, a number of studies have documented the solidarity-building and identity-constituting functions of indirectness. Bringing these studies together, Terkourafi 2014 proposed an expanded view of the functions of indirect speech, which crucially emphasizes the role of the addressee and the importance of network ties. This article focuses on what happens when such network ties become loosened, as a result of processes of urbanization and globalization. Drawing on examples from African American English and Chinese, it is argued that these processes produce a need for increased explicitness, which drives speakers (and listeners) away from indirectness. This claim is further supported diachronically, by changes in British English politeness that coincide with the rise of the individual Self. These empirical findings have implications for im/politeness theorizing and theory-building more generally, calling attention to how the socio-historical context of our research necessarily influences the theories we end up building.

Confession, conscience, and selfhood on trial

2018 ◽  
pp. 124-177
Author(s):  
Laura Kounine
Keyword(s):  
Case Studies ◽  
The Self ◽  
Change Over Time ◽  
Linear Pattern ◽  
Moral Question ◽  
Modern Self ◽  
The Individual ◽  
Individual Self ◽  
Over Time

This chapter deals with the role of the self and conscience in defending oneself against the charge of witchcraft. To add depth to intellectual concepts—and teleologies—of the self, we must understand how the individual self was understood, felt, and experienced. Particularly for the crime of witchcraft, the crux of the trial was premised on the moral question of what kind of person would commit such a crime. Those on trial for witchcraft in the Lutheran duchy of Württemberg invoked the idioms of ‘mind’, ‘conscience’, ‘heart’, or ‘self’ in constructing their defence. Through four case studies, ranging from 1565 to 1678, this chapter examines the different ways in which people could conceptualize their person, and shows that change over time in the ‘development’ of the modern self was not a uniform or directly linear pattern.

scholarly journals You never compare alone: How social consensus and comparative context affect self-evaluation

2014 ◽  
Vol 45 (2) ◽  
pp. 156-166 ◽  
Author(s):  
Adam Grabowski ◽  
Philip Broemer
Keyword(s):  
Group Membership ◽  
Reference Group ◽  
Social Self ◽  
Social Consensus ◽  
Self Evaluation ◽  
The Social ◽  
The Individual ◽  
Individual Self ◽  
Evaluative Standards

Abstract Three studies address the role of social consensus on evaluative standards in different comparative contexts. Previous research has documented that self-categorisation at the individual or group level changes social comparison effects in terms of assimilation and contrast. With regard to self-ratings of physical attractiveness, the present studies show that people who focus on group membership can benefit from including outstanding others in their reference group, whereas people who focus on their individual attributes run the risk of self-devaluation. It is argued that high consensus strengthens the association between evaluative standards and group membership and renders the inclusion of outstanding others more likely. Study 3 shows that the need to protect self-esteem moderates the influence of perceived consensus. Stressing the individual self led participants who received negative feedback to exclude outstanding others when consensus was low. Stressing the social self, however, led participants to include outstanding others when consensus was high.

Introduction

2017 ◽  
Author(s):  
Joshua S. Walden
Keyword(s):  
Twentieth Century ◽  
Narrative Construction ◽  
Modes Of Representation ◽  
History Of ◽  
The Individual ◽  
Individual Self

The introduction offers an overview of the history of visual and musical portraiture and an exploration of the role of abstraction in visual portraiture in the twentieth century. It continues with a discussion of modes of representation in music, and the role played by metaphor in the generation and interpretation of musical representation and meaning. It then examines contemporary notions of identity to develop an understanding of how the musical portrait operates in the narrative construction of the individual self in the contemporary era. Finally, it closes with a description of the chapter structure of the book’s exploration of musical portraiture.

Predictive Genetic Testing,Uncertainty, and Informed Consent

2009 ◽  
pp. 474-495
Author(s):  
Eduardo A. Rueda
Keyword(s):  
Genetic Testing ◽  
Informed Consent ◽  
Informed Consent Process ◽  
Predictive Genetic Testing ◽  
Three Dimensions ◽  
Consent Process ◽  
The Public ◽  
The Individual

This chapter focuses on showing legitimate ways for coping with uncertainties within the informed consent process of predictive genetic testing. It begins by indicating how uncertainty should be theoretically understood. Then, it describes three dimensions of uncertainty with regard to both the role of genes in pathogenesis and the benefit to patients of undergoing predictive genetic testing. Subsequently, the ways by which institutions tame these uncertainties are explained. Since viewing genes as exceptional informational entities plays an important role in taming uncertainties, it explains why this conception should be abandoned. Then, it discusses how institutional taming of uncertainty becomes a source of paternalism. What is stressed is that in order to avoid paternalism and ensure transparency within the informed consent process, open-to-uncertainty mechanisms should be implemented before the public and the individual. How patients should deal with potential implications of testing for their relatives is also considered.

Are groups more or less than the sum of their members? The moderating role of individual identification

2015 ◽  
Vol 39 ◽  
Author(s):  
Roy F. Baumeister ◽  
Sarah E. Ainsworth ◽  
Kathleen D. Vohs
Keyword(s):  
Individual Identification ◽  
Social Loafing ◽  
Shared Resources ◽  
Group Function ◽  
Emotional Bonds ◽  
One Step ◽  
Group Members ◽  
The Individual ◽  
Individual Self

AbstractThis paper seeks to make a theoretical and empirical case for the importance of differentiated identities for group function. Research on groups has found that groups sometimes perform better and other times perform worse than the sum of their individual members. Differentiation of selves is a crucial moderator. We propose a heuristic framework that divides formation of work or task groups into two steps. One step emphasizes shared common identity and promotes emotional bonds. In the other step, which we emphasize, group members take increasingly differentiated roles that improve performance through specialization, moral responsibility, and efficiency. Pathologies of groups (e.g., social loafing, depletion of shared resources/commons dilemmas, failure to pool information, groupthink) are linked to submerging the individual self in the group. These pathologies are decreased when selves are differentiated, such as by individual rewards, individual competition, accountability, responsibility, and public identification. Differentiating individual selves contributes to many of the best outcomes of groups, such as with social facilitation, wisdom-of-crowds effects, and division of labor. Anonymous confidentiality may hamper differentiation by allowing people to blend into the group (so that selfish or lazy efforts are not punished), but it may also facilitate differentiation by enabling people to think and judge without pressure to conform. Acquiring a unique role within the group can promote belongingness by making oneself irreplaceable.

scholarly journals Peran pt bidang kejuruan dalam menyiapkan guru profesional

2011 ◽  
Vol 1 (1) ◽  
pp. 191
Author(s):  
Luckie Sojow
Keyword(s):  
The Other ◽  
Educational Institutions ◽  
Team Approach ◽  
Study Program ◽  
Professional Teacher ◽  
Training Institutions ◽  
The Individual ◽  
Individual Self ◽  
And Training

THE ROLE OF THE VOCATIONAL INDUSTRY IN PREPARING PROFESSIONAL TEACHERSSchool of Engineering in the Higher Educational Institutions produce professional teachers for vocational schools and training institutions who are able to meet the need of community. The curriculum should always keep up date with the needs of market. There two approaches in developing professional teacher: individual and team. Individual approach is developed by the individual self, and input might come from upper authorities, experts, and peer which is grouped by subject matter. On the other hand  team approach, the system puts  trust more on group of individuals that have shared goals to achieved rather than on individual. Management at study program level, as a primary practical community, can be managed holistically and in integrative ways.

scholarly journals Ready to lead school improvement? Perceived professional development needs of principals in Germany

2020 ◽  
pp. 174114322093390 ◽  
Author(s):  
Esther Dominique Klein ◽  
Jasmin Schwanenberg
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
Related Factors ◽  
Principal's Role ◽  
German States ◽  
Professional Development Needs ◽  
The Individual ◽  
Individual Self ◽  
Administrative Tasks

As a result of reforms in the governance of schools, the role of principals in Germany has changed from a teacher with additional administrative tasks to a leader of school improvement. However, many principals in Germany did not receive any substantial formal training for management and leadership tasks. Using the results of a survey of 1240 principals in nine German states, we investigated in which areas of school improvement German principals had professional development needs and how their needs were related to individual and school-related factors. Despite a lack of training and in contrast to studies from other countries, principals reported only moderate professional development needs, and these were influenced, only to a limited extent, by their training and experience and, to a greater extent, by the individual self-efficacy and the perception of teachers in schools. The results might indicate that the normatively postulated change of the principal’s role has not yet permeated their practice.

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