Modernity and Decision-Making for Global Challenges

There are competing views on modernity. Some focus on the isolation of the individual, bereft of traditions and rituals, while others optimistically espouse the power of globalization, technology, and science to support progress and enhance human life. The challenges created by emerging diseases and human environmental impacts allow a new appreciation of the power of coordinated human responses while highlighting the limitations of globalization, technology, and science. Both climate change and the COVID-19 pandemic demonstrate that science and technology provide rapidly updated information, but immediate solutions reside in aggregate changes in personal behavior supported by regulation and governmental or trans-governmental agencies. These requirements for personal responsibility challenge individual powerlessness and highlight the necessity of communal responses to global challenges.

The Role of Moral Foundations, Anticipated Guilt and Personal Responsibility in Predicting Anti-consumption for Environmental Reasons

In response to the growing importance of environmental issues, more and more consumers are turning to anti-consumption by reducing, rejecting, or avoiding consumption. Covering the intersection of sustainable consumption and anti-consumption, previous studies relied on socio-cognitive models to explain this decision. In order to extend their findings, we consider the moral and emotional perspectives to examine reducing consumption for environmental reasons in a particular context, i.e. air travel. It is against this backdrop that we propose a conceptual model that includes moral foundations as the main antecedent, followed by anticipated guilt and personal responsibility, while intention to reduce consumption (i.e. air travel) for environmental reasons, positive word of mouth about reducing air travel (WOM) and environmental activism represent the outcomes. The proposed model is tested on a sample of 511 respondents from a UK online consumer panel. Our results confirm the importance of moral foundations, anticipated guilt and personal responsibility and their interplay in the prediction of intention to reduce consumption for environmental reasons. Anticipated guilt influences WOM, while personal responsibility influences activism. In addition, intentions to reduce consumption for environmental reasons have a positive impact on WOM and environmental activism. There are several implications for public policy makers and NGOs that fight against climate change that derive from these findings, as well as research opportunities for academics interested in this topic.

Poverty as the impact of the COVID-19

This is an ethnography study which aimed to find out the real condition of poverty in Indonesia. Preliminary study showed that there are massive social impacts in the new normal due to COVID-19. There are three kinds of poverty that can be seen in real terms namely extreme poverty, absolute poverty, and relative poverty. Moreover, when viewed from the biblical approach, there are two words used that helped us in our research on poverty, namely "race” = “poor people" and "dal” which is more translated as “weaker” than “poor”. The Bible does not state a single view on poverty but mentioned some Bible passages. The first is idleness poverty. This poverty is caused by laziness or negligence over personal responsibility to look for means to meet needs. The Bible uses ants as an opposite example of laziness in the book of Proverbs 6:6. The second is theodise poverty. This poverty is illustrated by Job who was stripped off of his riches, yet he was able to accept and embrace whatever the Lord gave to him.

Supporting girls and young women victims of sexual harassment in schools: “me and you and everyone we know”

Purpose This study aims to highlight an innovative project, across three European countries, namely, Italy, Sweden and Romania, that used pictorial designs to empower young women to demand the right to live without sexual harassment. Design/methodology/approach Abstract figures in terms of race and gender of young people were produced on cards, which allowed the imagination of the viewer to interpret and discuss these images freely. Other cards had definitions and scenarios. The cards generated discussion and comments both with the young participants and educational professionals. Findings Using the cards produced a rich set of responses from the students. Not all recognised that what was happening between young men and women was sexual harassment. There was a need to develop the concept of empathy and personal responsibility for behaviour and etiquette between the sexes. The response from professionals also varied in terms of sympathy and understanding. Research limitations/implications The three countries had different degrees of openness to addressing sexual harassment of girls in schools. The results may not be generalisable to the UK and researchers would like to use the tool developed in other countries. Practical implications The focus groups with young people in schools highlighted different attitudes towards sexual harassment in girls and young women, between the young women and young men, and the variations in the three countries. There was a need to educate professionals of the long-term impact of sexual violence and harassment. Social implications The research revealed the importance of producing a tool (the cards), which enabled young people to discuss sexual harassment in a focused way. Young women will gain in confidence to challenge sexual and oppressive behaviour. Originality/value This paper gives a voice to young people to discuss an issue, sexual harassment, that is addressed to varying degrees in the countries involved. The competition for young people to produce posters led to some amazing creative ideas.

Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions

One of the most important outcomes of pre-service teacher education is the transition from assignment-oriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among pre-service teachers. Data was collected in four domains - personal responsibility, intellectual engagement, professional ethics and stewardship, and supportive interactions- where gamification strategies were additively implemented over five semesters. Results from this study indicate gamification strategies, when bundled together to leverage motivating factors such as competition and personalization led to increased gains in the four domains of professional educator dispositions.

Development of the national cultural identity of students of humanitarian specialties in the learning process

Introduction. The formation and strengthening of the national cultural identity of students is an important condition for maintaining the continuity of generations, fostering personal responsibility for solving global problems of our time. The aim of the article is to present the process of teaching humanitarian students as one of the possibilities for the development of national cultural identity. Materials and methods. When interpreting the results of the experiment, characterizing the features of teaching narrative, the method of observing the process of creating narrative texts by students was used. In assessing the effectiveness of teaching the narrative, the method of qualitative (φ-Fisher's statistical test) and quantitative analysis of written works was used. A total of 167 students from the Department of Philology and Media Communications at Vyatka State University (Kirov, Russia) participated in various stages of the study. Results. Summarized the results of a theoretical and experimental study of the process of teaching students to narrative. It is substantiated that the telling of personal stories is a social practice that develops cultural identity. The psychological and pedagogical conditions, which serve as a starting point for creating their own narrative texts, reflecting the student's personal experience, have been studied. The mechanisms are revealed that contribute to the strengthening of the national code, namely: the establishment in the process of creating a narrative of close bilateral relations between the author's personal experience and its comprehension (the description of personal experience leads to the need to comprehend it, and the generation of new meanings, in turn, enriches personal experience). Fisher's angular transformation was used for statistical verification. As a result, it was revealed that after conducting special training, the number of students who do not experience difficulties in understanding the text based on the development of skills to apply methods of working with a narrative text increased (p≤ 0.01). Teaching narrative creates conditions for a deeper, more complete and detailed understanding of one's cultural identity. Conclusion. The developed scheme of experimental teaching, which describes the features of its content and structure, can be used in teaching university students. The data obtained in the course of the research can be used in the organization of psychological and pedagogical support, in the framework of individual and group work carried out within the boundaries of various academic disciplines at the university.

Social-personal responsibility as the basis for the formation of an at-risk adolescent as a subject of self-development

Introduction. The need to form responsibility as a personality trait that ensures personal growth and development of each person is currently considered as a condition for adaptation to the modern world. The problem of responsibility in relation to the category of at-risk adolescents is characterized by the importance of the formation of social-personal responsibility as a generalizing characteristic of volitional behavior, synthesizing and including manifestations of various volitional, moral-volitional and moral qualities of an individual. The purpose of the article is to study the main components of social-personal responsibility as the basis for the formation of at-risk adolescents as a subject of self-development, the conditions for the formation of personal responsibility in the specified category of adolescents. Materials and methods. The study was carried out in seven (7) educational institutions in the city of Tula and the Tula region (Russian Federation) among 13-14-year-old adolescents (n=103, of which 16 were attributed to the risk group). The diagnostic program included the following methods for the study of responsibility, coping strategies, self-esteem, self-control in communication among the subjects. Methods of mathematical statistics: G-test, Pearson's chi-squared test. Research results. It was revealed that in at-risk adolescents, the identified components of social-personal responsibility (cognitive, emotional, volitional, behavioral ones) are weak links that negatively affect the course of their subjective-personal development, distorting the directions of self-development at this age, leading them onto the deviant development path. At the control stage of the experiment, differences were revealed in all indicators of the studied variables for each component. The number of at-risk adolescents with low indicators of responsibility, communicative control, willpower, with pronounced maladjustment has decreased, the number of students with adequate self-esteem has increased. The least significant shifts occurred in the behavioral component. According to the “School of Responsibility” methodology, the value of the χ2 criterion is 4.952; “Diagnostics of general self-esteem” by G.N. Kazantseva (χ2 = 3.256); “Assessment of self-control in communication” (χ2 = 4.91); “Self-assessment of willpower” (χ2 = 0.686); “Coping strategies” (χ2 = 3.841). The relationship between the factorial and effective traits is statistically insignificant, the level of significance is p> 0.05. This indicates the need to continue working with the identified at-risk adolescents. Conclusion. A set of psychological-pedagogical tools for the formation of social-personal responsibility in at-risk adolescents should include as follows: individual and group consultations, interactive seminars, master classes, quests, discussions, classes with training elements, project activities, role-playing games, training lessons.