“On Healing”: Paul Tillich’s Contribution to Current Research on Resilience

This article discusses how Tillich’s psychologically informed re-interpretation of dogmatic and biblical narratives may offer ways to cope with complex experiences of adversity that are characterized by a pressing need for resilience, along with extreme difficulties in communicating meaningfully. In tandem with the focus on the practical applications of Tillich’s theology, the source material comprises Tillich’s sermons (cf. The Shaking of the Foundations [1948]; The New Being [1955]; The Eternal Now [1963]). The analysis concentrates on three aspects of Tillich’s treatise on healing, namely (a) Tillich’s discussion of the healer’s capability to heal “in spite of”; (b) his understanding of “in spite of” and the connected semantics of fighting; (c) his (implicit) approach to re-examining the idea of healing as narratively mediated, which allows to further the discourse on resilience in regard to semantic representations and narrations.

Explicit and implicit vocabulary learning: A comparative study based on EFL textbooks in Mainland China and Hong Kong

Purpose The purpose of this study is to evaluate the vocabulary settings in two English textbooks used in Mainland China and Hong Kong respectively, and provide useful suggestions for teachers to choose or adapt English as a foreign language (EFL) textbook. The study centers on two English textbooks for grade-nine/ JS3 EFL learners in Mainland China and Hong Kong. Methods The two textbooks will firstly be compared and contrasted at the macro-level, covering perspectives such as organization, visual aids, glossary, and supplementary materials. Next, to study the treatment of vocabulary further at the micro-level, the study will focus on one unit in the two selected textbooks sharing the same theme. Results At the macro-level, the two textbooks are both clear and colored printed, theme-based, glossary included, visual aids provided, and practice given. They mainly differ in module components and word load in the glossary. At the micro-level, both of them give pre-teaching of new words before reading/listening, present words in context, provide scaffolding, follow a sequence of difficulty, integrate well with the development of other language skills, but they are different in some ways. Conclusion In terms of vocabulary treatment, results showed that both textbooks generally follow similar organization and presentation but differ in suggested teaching approaches. The textbook used in Mainland addresses on the word meaning while the textbook in Hong Kong follows a more implicit approach. In order to facilitate the evaluation of the vocabulary section in EFL textbooks, a new checklist and teaching implications for teachers are proposed in the thesis.

Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education

The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators (STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing (i) what preparation the STEs have to teach NOS, (ii) what educational experience they have about NOS, (iii) what importance they give to NOS in their training plans, (iv) when NOS should be taught, (v) how to integrate NOS in science education, (vi) how to teach NOS, (vii) what to teach about NOS, and (viii) the influences interconnecting the STEs’ preparation, experience, and opinions regarding NOS teaching. Among the results, it was found that most STEs state that they have ample knowledge of NOS, are well prepared pedagogically to teach it, and have extensive experience in teaching it. However, there was some mismatch between their stated preparation and their experience teaching NOS. In addition, they think that NOS should be taught from early ages and be treated as cross-cutting content in science education. They also consider that, when teaching NOS, an implicit approach is just as effective as an explicit-reflective one. As for their selection of NOS content to include, they are fundamentally divided into two groups — those who select only epistemic aspects of NOS and those who select a balanced proportion of both epistemic and non-epistemic aspects. The limitations of the study are reported along with the issues that require further research.

Learning Implicitly with Noisy Data in Linear Arithmetic

Robust learning in expressive languages with real-world data continues to be a challenging task. Numerous conventional methods appeal to heuristics without any assurances of robustness. While probably approximately correct (PAC) Semantics offers strong guarantees, learning explicit representations is not tractable, even in propositional logic. However, recent work on so-called “implicit" learning has shown tremendous promise in terms of obtaining polynomial-time results for fragments of first-order logic. In this work, we extend implicit learning in PAC-Semantics to handle noisy data in the form of intervals and threshold uncertainty in the language of linear arithmetic. We prove that our extended framework keeps the existing polynomial-time complexity guarantees. Furthermore, we provide the first empirical investigation of this hitherto purely theoretical framework. Using benchmark problems, we show that our implicit approach to learning optimal linear programming objective constraints significantly outperforms an explicit approach in practice.

Health warning labels modify implicit and explicit responses to snack foods through model-free and model-based changes in motivation

Health warning labels (HWLs) show promise in reducing motivation towards energy-dense snack foods. Understanding the underlying mechanisms could optimise their effectiveness. In two studies we compared effects of HWLs and irrelevant aversive labels (IALs) on implicit (approach) and explicit (choice) motivation towards unhealthy snacks. We examined whether labelling effects on motivation arose from the creation of outcome-dependent associations between the food and its health consequences (model-based effects) or from simple, non-specific aversive associations (model-free effects). Both label types reduced motivation towards snack foods but only when the label was physically present. HWLs and IALs showed similar effects on implicit motivation, although HWLs reduced explicit motivation more than IALs. Thus, aversive HWLs affect both model-free and model-based processes, the former through low level associative mechanisms affecting implicit motivation, the latter by emphasizing explicit causal links to health outcomes thereby affecting explicitly motivated choice behaviours.