The concepts of virtue after the „character – situation” debate

The article focuses on a currently hot debate in contemporary ethics that takes place between so-called situationists and the advocates of virtue ethics. The fundamental assumption made by virtue ethics is that developing and perfecting one’s moral character or moral virtues warrants one’s morally good action. Situationists claim that this assumption contradicts the results of the latest empirical studies. From this observation, they conclude that virtue ethics is based on an empirically inadequate moral psychology.In the first part of the article, I present the conceptions of virtue and moral character developed in response to the situationist criticism. I show to which degree these conceptions differ from the classical, so-called global approach in virtue ethics In the second part, based on the references to the latest empirical studies in social and cognitive psychology, I argue, against the situationist objection, that the classical notion of virtue meets the requirement of empirical adequacy. I mainly resort to the interactionist theory of personality by W. Mischel, R. Baumeister’s studies over self-control, D. Kahneman's conception of two-processual mind, and the studies over automatized processes by J. Bargh.

Formando formadores: ensino e avaliação de produção textual em rede municipal

<p>Este estudo averigua percepções de participantes de formação em contexto sobre ensino e avaliação da produção textual, que tiveram por incumbência constituírem-se como multiplicadores dos docentes de Língua Portuguesa de rede municipal na região Sudeste. A análise dos dados aponta que as percepções dos sujeitos (i) destacam a colaboração como princípio estruturante da formação, compartilhando saberes e experiências entre formandos e formador em interatuação; (ii) espelham o papel da teoria de base sociointeracionista, sustentando a reflexão sobre a prática; (iii) elegem a transformação da prática pelo pressuposto teórico-metodológico da avaliação para a aprendizagem como processo formativo, evidenciando que a qualidade da avaliação do texto do estudante pode ser auferida pela compatibilização da abordagem criterial com as perspectivas experienciais dos sujeitos-professores.</p><p><strong>Palavras-chave</strong>: Avaliação para a Aprendizagem, Formação de Formadores, Produção Textual, Avaliação Formativa</p><p> </p><p>Formando formadores: enseñanza y evaluación de la producción textual en la red municipal</p><p>Este estudio indaga en la percepción de los participantes de formación dentro del contexto de la enseñanza y la evaluación de la producción de textos, que han tenido como objetivo constituirse en multiplicadores de los docentes de Lengua Portuguesa en la red municipal de la región Sudeste. Los análisis de los datos arrojan que en la percepción de los sujetos (i) se destaca la colaboración, como principio estructurante de la formación, compartiendo saberes y experiencia entre el formador y los que se forman; (ii) se refleja el papel de la teoría basada en la interacción social que sostiene la reflexión sobre la práctica; (iii) se elige la transformación de la práctica por el presupuesto teórico-metodológico de la evaluación para el aprendizaje como proceso formativo, evidenciando que la calidad de la evaluación del texto del estudiante, se puede obtener a través de la compatibilización del abordaje criterial con las perspectivas de las experiencias de los sujetos-profesores.</p><p><strong>Palabras-clave</strong>: Evaluación para el Aprendizaje, Formación de Formadores, Producción Textual, Evaluación Formativa</p><p> </p><p>Training trainers: textual production teaching and assessment in a municipal education system</p><p>This study examines the perceptions of training participants in a context of textual production teaching and assessment; the participants were being trained to be Portuguese teacher trainers for a municipal education system in Brazil’s Southeast region. The data analysis shows that the participants’ perceptions (i) highlight collaboration as a structuring principle of training, through the sharing of knowledge and experiences between participants and the trainer; (ii) reflect the role of social interactionist theory in supporting reflection about practice; (iii) choose the transformation of practice through the theoretical-methodological assumption of assessment for learning as a training process, thus showing that the quality of assessment of students’ texts can be reached by making the criterial approach compatible with the experiential perspectives of subject-teachers.</p><p><strong>Keywords</strong>: Assessment for Learning, Training of Trainers, Textual Production, Formative Assessment</p>

Interactionist Interpretation of the Communicative Competence of a Bilingual Child with Dyslexia

The aim of this study was to include child bilingualism and dyslexia in the framework of the theory of symbolic interactionism. The reason for the presented issue is the necessity to extend the research of bilingualism in Poland and its connotations, which are associated with the phenomenon of migration of members of societies. The test method used a case study. Bilingualism and dyslexia were referred to the communication competence of a bilingual boy, interpreted according to selected threads of the interactionist theory.

The Hughesian Legacy: William Shaffir—A Principal Interpreter of the Chicago School Diaspora in Canada

In this paper, I discuss the invaluable role played by William Shaffir, my mentor and doc­toral supervisor, who shaped my approach to interpretive fieldwork and deepened my understanding of symbolic interactionist theory. Known affectionately as Billy to his colleagues and students, Shaffir is a gifted educator and one of the finest ethnographic researchers of his generation. My focus is on how the scholarly tradition that flows from Georg Simmel through Robert Park, Herbert Blumer, and Everett C. Hughes, passed from Billy on to me, is illustrative of what Low and Bowden (2013) conceptualize as the Chicago School Diaspora. This concept does not refer to the scattering of a people, but rather to how key ideas and symbolic representations of key figures associated with the Chicago School have been tak­en up by those who themselves are not directly affiliated with the University of Chicago. In this regard, while not a key figure of the Chicago School himself, Shaffir stands at the boundary between the Chica­go School of sociology and scholars with no official relationship to the School. As such he is a principal interpreter of the Chicago School Diaspora in Canadian Sociology.

Faith in Trump, Moral Foundations, and Social Distancing Defiance During the Coronavirus Pandemic

Purpose: Over the past several months, the coronavirus has infected nearly 2 million Americans and killed more than 100,000. Governors have issued stay-at-home orders, and prosecutors have filed criminal charges against individuals for defying those orders. And yet, many Americans have still refused to keep their distance from their fellow citizens, even if they had symptoms of infection. This study explores the underlying causes for those who intend to defy these norms.Methods: Using national-level data from a March 2020 survey of 989 Americans, we explore intentions to defy social distancing norms by testing an interactionist theory of foundation-based moral behavior in combination with faith in President Trump. The analysis controls for a range of variables, including measures of low self-control and deterrence. Results: Low self-control is the strongest predictor of defiance intentions. Consistent with interactionist theory, defiance intentions are significantly higher for those holding a specific faith in Trump and those endorsing binding foundation. Furthermore, the interaction of these two variables is significant and in the predicted direction. The results hold for two different measures of faith in Trump. Conclusions: Even with a strong effect for low self-control, faith in President Trump is a strong predictor of refusal to social distance, and its effect is largest among individuals high in binding foundations.

PEDAGOGIA DESPORTIVA E O ENSINO DA DANÇA DO VARÃO NA ESCOLA: UMA PESQUISA-AÇÃO SOBRE OS IMPACTOS NAS AULAS DE EDUCAÇÃO FÍSICA

The present study is qualitative, interventional and action research, which seeks to discuss the concepts and practice of Pole Dancesport at school. The main objective was to develop and propose a pedagogical possibility for the learning of this sport in the school based on the interactionist theory, considering that there are no "models" in force today. It also aims to know the impacts of learning caused on the students involved with the proposal of the practice of Pole Dance. We believe that the pedagogy of teaching Pole Dance in school must be based on different dimensions as the content of school physical education, especially conceptual, procedural and attitudinal. In this way, we understand that this content can also be developed in the context of Physical Education at school, bringing cultural, social and motor benefits to the students involved in the proposal. We emphasize that Pole Dance is something different to be developed pedagogically in schools, even recognized today as a manifestation (sport), even considered by many still as something atypical and unusual in Physical Education.

Faith in Trump, Moral Foundations, and Social Distancing Defiance during the Coronavirus Pandemic

Purpose: Over the past several months, the coronavirus has infected more than six million Americans and killed nearly 200,000. Governors have issued stay-at-home orders, and prosecutors have filed criminal charges against individuals for defying those orders. And yet many Americans have still refused to keep their distance from their fellow citizens, even if they had symptoms of infection. The authors explore the underlying causes for those who intend to defy these norms. Methods: Using national-level data from a March 2020 survey of 989 Americans, the authors explore intentions to defy social distancing norms by testing an interactionist theory of foundation-based moral behavior in combination with faith in President Trump during the coronavirus pandemic. The analysis controls for a range of variables, including measures of low self-control and deterrence. Results: Low self-control is the strongest predictor of defiance intentions. Consistent with interactionist theory, defiance intentions are significantly higher for those holding specific faith in Trump and those endorsing binding foundations. Furthermore, the interaction of these two variables is significant and in the predicted direction. The results hold for two different measures of faith in Trump. Conclusions: Even with a strong effect for low self-control, faith in President Trump is a strong predictor of refusal to social-distance, and its effect is largest among individuals high in binding foundations.

SPIRITUAL EDUCATION THROUGH ZIARAH TRADITION IN SYAIKH SYAMSUDDIN AL-WASIL TOWN KEDIRI CITY

<p><em>This paper aims to examine the development of spirituality that is traversed through the grave pilgrimage tradition by utilizing symbolic interactionist theory, religious and cultural theory, and spiritual intelligence theory. This study wanted to reveal the process and impact of a person’s spiritual change after carrying out the tradition of pilgrimage in the Tomb of Shaykh Syamsuddin al-Wasil, Kediri city. The results of this study show that first, spiritual process of pilgrims starts from the reason for making the tomb of Shaykh Syamsuddin Al-Wasil, Kediri city as an object of spiritual education, namely a media reminder for pilgrims, efforts to approach pilgrims to Allah, and as a place of prayer. The spiritual process itself is divided into three stages, namely; (1) pre-pilgrimage by purifying with ablution, (2) the stage of pilgrimage begins with tawasul on special people, reading the Qur’an, reading tahlil and finally reading the do’a, (3) after the pilgrimage by doing shodaqoh. Second, in terms of spiritual changes in the pilgrim’s self, namely; (1) inner changes such as calmness of heart and feeling holy heart, (2) changes in the end like feeling in living life more diligently and zealously, feeling lazy disappears, and pilgrims can control emotions.</em></p><p><br /><em>Tulisan ini bertujuan untuk mengkaji pengembangan spiritualitas yang dilalui dengan cara tradisi ziarah kubur dengan memanfaatkan teori interaksionis simbolis, teori agama dan budaya, serta teori kecerdasan spiritual. Penelitian ini mengungkap proses dan dampak perubahan spiritual sesorang setelah melakukan tradisi ziarah di Makam Syaikh Syamsuddin al-Wasil kota Kediri. Hasil penelitian ini menemukan bahwa; pertama proses spiritual peziarah bermula dari alasan menjadikan makam Syaikh Syamsuddin Al-Wasil Kota Kediri sebagai objek pendidikan spiritual yakni, media pengingat bagi peziarah, upaya mendekatan peziarah pada Allah, dan sebagai tempat berdo’a. Proses spiritual sendiri dibagi menjadi tiga tahap yakni; (1) pra ziarah dengan melakukan penyucian dengan berwudhu, (2) tahap ziarah dimulai dengan bertawasul pada orang-orang khusus, membaca al-Qur’an, membaca tahlil dan terakhir membaca do’a, (3) pasca ziarah dengan melakukan shodaqoh. Kedua, segi perubahan spiritual yang terjadi pada diri peziarah yakni; (1) perubahan secara batin seperti ketenangan hati dan merasa hati menjadi bersih, (2) perubahan secara dhohir seperti merasa dalam menjalani hidup semakin rajin dan bersemangat, rasa malas menghilang, dan peziarah dapat mengontrol emosi.</em></p>

A dialogue between Vygotsky’s learning theory and peer instruction in Astronomy classes

Active learning methodologies have been used to teach science, technology, engineering, arts and mathematics at higher education institutions in several countries. We report the results of using peer instruction in an Astronomy undergraduate course taught at a research university in Brazil. The course syllabus covered topics on astrometry and celestial mechanics at an introductory level and was offered in the second semester of 2018. In order to better investigate the effect of the interaction among students, we have asked them to talk to their peers after the first poll regardless of the outcome. We have then analyzed the outcomes of all peer instruction polls, before and after student interaction, as well as the course evaluation questionnaires answered by the students at the end of the semester. From these analyses we were able to establish an approximation between peer instruction and some key elements of Vygotsky’s social interactionist theory.