Hangang Jeong Gu can be considered a representative Yeongnam regions’s scholar of the late sixteenth and early seventeenth centuries. He was a scholar who followed in the footsteps of both Emperor Lee Hwang and Jo Sik, and developed his studies especially in the fields of psychology and art. He was a scholar who inherited from the scholastic mantle of Lee Hwang and Jo Sik, and developed his own scholarship, especially focusing on study of mind and study of ritual. He (...) was active mainly in the Yeongnam region centered on Seongju and Daegu. The Yeongnam region was located on the road to the Japanese invasion during the Japanese invasion of Korea in 1592 and directly suffered the damage. For this reason, after the Japanese invasion of Korea in 1592, those who led the righteous army activities in the Yeongnam region led the academic world, and among them, there were many figures of the Hangang School, including Jeong Gu. Studies on Jeong Gu have been accumulated for about 40 years, starting in 1985, and are being studied in various fields such as literature, history, and philosophy. And as the research on Jeong Gu progressed, the Hangang School, which inherited the academic flow of Jeong Gu, was gradually studied. In this paper, research on the Hangang School is largely divided into four categories: the external appearance and status of the Hangang School, the aspect of academic transmission of Jeong Gu, the growth and expansion of the Hangang School, and the social practice of the Hangang School. First of all, the denotation and status of the Hangang School were examined through Hoiyeongeupmunjehyeonrok and Bongsanyokhangrok. Hoiyeongeupmunjehyeonrok is Jeong Gu’s literary record, which examines the overall scale and extension of the Hangang School, and through Bongsanyokhangrok, Jeong Gu’s academic influence at the time, as well as the bonds and solidarity within the school can be confirmed. And the aspect of Jeong Gu’s academic transmission was examined through Hangangeonhaeongrok, a collection of Jeong Gu’s words and actions. Through this, it is possible to confirm Jeong Gu’s academic thoughts passed down to the Hangang School. In addition, the growth and expansion of the Hangang School can be confirmed through the process in which a large number of second-generation and third-generation Confucian scholars in the Daegu region who were active at the time were absorbed into the Hangang School as Jeong Gu moved his lecture center from Seongju to Daegu and Chilgok. In addition, as one of the aspects of social practice of the Hangang School, it can be confirmed through the development of righteous armies activities during the Japanese invasion of Korea in 1592. Lastly, it contains contents about some tasks in the study of the Hangang School in the future. (shrink)

본고에서는 한강학파가 임진난이라는 현실적 고통에 어떠한 방식으로 직면해 있으며, 그들이 이를 대응하고 극복하기 위해 어떠한 노력을 해나갔는지에 대한 양상을 살펴보는 것을 목적으로 한다. 한강학파는 조선 중기 대구권에서 주로 활동한 한강 정구를 중심으로 형성된 학파를 말한 다. 정구는 경(敬)을 통한 마음 수양과 의(義)를 통한 사회실천의 전통을 모두 받아들이면서 자 신의 학문적 토대로 삼았다. 그는 학문적 회통성과 개방성뿐만 아니라 경의협지의 수양 정신을 사회적 실천으로 확장시켜 학문의 실천성까지 담보하고자 하였다. 그리고 이러한 특징은 특히 임진난이라는 위기 상황을 겪으면서 구체화된다. 이에 한강학파는 임진난 당시 국난을 (...) 극복하 기 위한 직간접적인 노력을 통해 영남지역을 주도하는 세력으로 그 위상이 급부상하게 된다. 따라서 본고에서는 임진난 전후로 정구와 그의 문인들이 임진난이라는 위기상황을 대응 하고 극복하는 양상을 통해 당시의 학계를 주도한 그들의 학문의 정체성과 연속성을 확인해 보고자 하였다. 이에 따라 세 가지의 카테고리를 통해 살펴보고자 한다. 먼저 한강학파의 성 장과 그들의 학문이 형성된 사상적 기반을 살펴본다. 한강학파는 정구의 사상적 흐름을 이 어 받고 있는데, 정구의 학문을 소개하면서 한강학파의 학문적 연원을 살펴본다. 그 다음으 로는 임진난 당시 의병활동의 전개 양상과 피난 생활 및 문학적 대응 양상을 살펴본다. 그들 의 처세 양상은 달랐지만 필자는 이들 모두 국난을 극복하기 위한 직간접적인 양상으로 보 았다. 임진난 이후 한강학파는 향촌사회 중심으로 사회재건활동에 진력하는데, 이 또한 그 들의 강한 사회적 실천성을 확인할 수 있는 하나의 자료가 될 것이다. (shrink)

Volume 24, Issue 10, October 2024, Page 80-82.

Volume 24, Issue 11, November 2024, Page 1-3.

This paper sketches the antilogism of Christine Ladd-Franklin and historical advancement about antilogism, mainly constructs an axiomatic system Atl based on first-order logic with equality and the wholly-exclusion and not-wholly-exclusion relations abstracted from the algebra of Ladd-Franklin, with soundness and completeness of Atl proved, providing a simple and convenient tool on syllogistic reasoning. Atl depicts the empty class and the whole class differently from normal set theories, e.g. ZFC, revealing another perspective on sets and set theories. Two series of Dotterer (...) and the theorem proved by Russinoff are re-characterized in antilogistic formulas corresponding to the square of opposition and twenty-four moods of syllogism. Then the restricted equivalence between two forms of antilogism and minimal inconsistency is built up, implying the internal connection between antilogisms and minimal inconsistency and leaving two related conjectures not proved. Besides, this paper provides a new explanation for the reason why contrariety, subcontrariety, and subalternation and the nine special moods require the non-empty assumption. (shrink)

Volume 30, Issue 1, February 2025, Page 104-111.

Volume 24, Issue 11, November 2024, Page 24-26.

Critical realism has a reputation for requiring substantial intellectual commitment and time to gain understanding, and being difficult to operationalize as an empirical research methodology. Our paper employs the theoretical framework of ‘threshold concepts’ to explore these issues. We illustrate the five qualities of ‘threshold concepts’ using existing literature by scholars describing their journey of engagement with critical realism. We then apply the framework from three viewpoints. First, we offer the perspective of a budding critical realist scholar who transforms their (...) understanding through reflexivity. Second, we consider the role of critical realist communities of practice, peer-to-peer and social learning. Finally, we look from the standpoint of a more experienced critical realist academic advisor or supervisor working with a student. The paper concludes by asking: what kind of learning and teaching frameworks of engagement can the critical realist community build to better support apprentice critical realists? (shrink)

Volume 39, Issue 4, October-December 2024, Page 295-295.

Volume 18, Issue 2, May 2024, Page 123-125.

Climate change and environmental degradation are threatening the existence of humanity. The youth have the potential and capability to play a pivotal role in tackling these challenges. Therefore, the current study aims to examine how school and family environmental education can enhance environmental knowledge, willingness to take action, and pro-environmental behaviors among children and young people. The Bayesian Mindsponge Framework (BMF) analytics was utilized on a nationally representative dataset of 2069 Vietnamese primary, secondary, and high school students. The (...) analysis results suggest that school and family environmental education is beneficial for improving students’ environmental knowledge and willingness to take environmental actions. Notably, the effect of school education is more substantial for cultivating environmental knowledge, whereas family education has a stronger impact on raising students’ willingness than school education. Students with higher levels of environmental knowledge are more likely to conduct pro-environmental behaviors only when they are willing to take environmental actions. If students are unwilling to act, higher environmental knowledge is negatively associated with the likelihood of pro-environmental behavior. Following these findings, we call for coordinated education efforts of schools and families to cultivate students’ eco-surplus culture. The education efforts should be implemented along with exposing students to environmental settings and encouraging them to read environmental books. (shrink)

Background: The feeding modalities applied in countries with school meal programs are varied because these are shaped not only by the national commitments to alleviate food insecurity among children but also by resource availability from national and international agencies. In terms of financial resources, the USA plays a consistent role in providing donations, grants, loans, and loan guarantee programs to support global school feeding. The U.S. Department of Agriculture (USDA) oversees these funding sources for international school meal (...) programs. Aim: This study aims to examine the moderating effect of USDA funding on the relationship between supply purchasing methods and feeding modalities among countries implementing school meal programs. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: The findings indicated that USDA funding has the potential to positively moderate the relationship between foreign supply purchases and the feeding modalities of school meal programs. However, the direct association between foreign purchases and feeding modalities was unclear. Conversely, while USDA funding was found to have a negative moderation effect on the relationship between domestic supply purchases and feeding modalities, it is these domestic purchases that show potential for positively influencing the feeding modalities. Conclusions: Findings underscore the importance of supporting the World Bank and World Food Programme’s recommendation to rely more on local resources and capacities for developing long-term and sustainable school meal programs. Further exploration of the impact of foreign supply purchases on feeding modalities is needed. Formulating strategic plans to better leverage USDA funding for enhancing domestic supply purchases is highly recommended. (shrink)

No detailed description available for "Berkeley's American Sojourn".

In the Confucian tradition, sages are moral reference points. They may serve as models against which we measure our own behaviours, and help us imagine how we can improve the quality of our moral lives. This defining feature of Confucian philosophy has persisted though the subsequent development of the tradition to the present. Yet, little has been said about the important epistemological issues that underlie the Confucian modelling process. In order to uphold sages as moral reference points, people need to (...) recognize sages as sages and to deem the ways in which their lives embody virtue as desirable. This paper draws on a form of knowing, namely, knowing-as, to illuminate the process of learning from sages in the Confucian tradition. It will also help us better understand the process of modelling more generally. (shrink)

Background: Food insecurity condition challenges the availability of food, access to food, food supply stability, and food utilization. Food banks play a major role in the food aid sector by distributing donated and purchased groceries directly to food-insecure families, thus significantly impacting food insecurity. On the other hand, school meal programs are implemented in many countries to combat food insecurity among school-aged children. The synergy between school meal programs and food banks has a great potency to combat (...) food insecurity among children effectively. Aim: This study aims to examine the association between experts’ involvement—such as nutritionists, farmers, and private sectors—and community engagement, including parents and others, with the linkage between food banks and school meal programs among implementing countries. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the involvement of nutritionists and the private sector was positively associated with the linkage between food banks and school meal programs, while farmers’ involvement showed an ambiguous association. The engagement of parents and others also showed an ambiguous relationship with this linkage. Conclusions: Findings underscore the strong need to formulate strategies for increasing the involvement of nutritionists and the private sector to successfully link the food banks with school meal programs in implementing countries, which is crucial for effectively combating food insecurity among school-aged children. (shrink)

Volume 30, Issue 2, March 2025, Page 207-212.

This article seeks to critically question the internal logic and coherence of ‘anti-doping’ through the case study of advantage-seeking practices in the sport of Brazilian Jui-Jitsu (BJJ). We provide an analysis of the recent controversy between high-profile fighters Gordon Ryan and Nicky Rod involving the relative morality of image and performance enhancing drug (IPED) use compared with ‘greasing’, whereby BJJ athletes apply substances, such as oil or lubricants, to the body to make it harder for opponents to establish a grip (...) or maintain control during grappling exchanges. We employ this case study to highlight the impasse between the World Anti-Doping Agency’s (WADA) ethical foundation of the ‘spirit of sport’ and the anti-doping industry’s ‘anti-policy’ stance. We then query why a host of non-chemical advantage-seeking practices are normalised and overlooked within the rigid and constrictive systems. Ultimately, we characterise WADA as a myopic compliance system that stifles moral debate around advantage-seeking in sport and is hamstrung by an ethical discord between anti-policy and the neo-Aristotelian ideal of the spirit of sport. We close with a call for a holistic ethical understanding of advantage-seeking in sport and the need to encourage stakeholders to ‘think institutionally’ in order to establish a malleable and reactive response to doping. (shrink)

The problem of intentional identity, as originally offered by Peter Geach, says that there can be an anaphoric link between an indefinite term and a pronoun across a sentential boundary and across propositional attitude contexts, where the actual existence of an individual for the indefinite term is not presupposed. In this paper, a semantic resolution to this elusive puzzle is suggested, based on a new quantified intensional logic and game-theoretic semantics (GTS) of imperfect information. This constellation leads to an expressive (...) intensional language with a property of informational independence, argued to produce a purely semantic explication to intentional identity statements. One consequence is that various extra-logical and pragmatic factors become of secondary concern; it is possible to solve the puzzle by logico-semantic methods, albeit somewhat radically renewed ones. (shrink)

The U.S. military is developing augmented reality (AR) capabilities for use on the battlefield as a means of achieving greater situational awareness. The superimposition of digital data—designed to expand surveillance, enhance geospatial understanding, and facilitate target identification—onto a live view of the battlefield has important implications for virtuous conduct in war: Can the soldier exercise practical wisdom while integrated into a system of militarized legibility? Adopting a virtue ethics perspective, I argue that AR disrupts the soldier’s immersion in the scene (...) such that he is blinded to features beyond those identified in advance by the military’s system of cybernetic judgment. I turn to Michael Walzer’s classic account of the “naked soldier” dilemma to illustrate how AR capabilities radically shrink the bounds within which the soldier can cultivate the capacity for right conduct. By transforming the ambiguous ethical matter of killing an enemy combatant into the straightforward application of a rule, AR hollows out the soldier’s potential for virtuous action. The “smart battlefield” leaves no space for deliberative judgments that transcend the technical and legal determinations already written into the soldier’s view of the scene. (shrink)

Following the Gaza events of 2023/24, this study examines how Palestinians understand mass death and mass destruction, exploring how can such a humanitarian catastrophe be framed within a coherent narrative. The focus is on the concept of sacrifice, analysed through a theoretical framework that distinguishes between meaningful sacrifices and absurd, meaningless deaths that categorises the victims as homo-sacer. Hence, this study aims to investigate the language and literature of the Palestinian people that regards to the 2023/24 Gaza events, and the (...) way it re-conceptualises the mass death and destruction and its victims, between the concepts of sacrifice and homo-sacer. A sample of 120 literary and creative texts from the cultural magazine ‘Fusha for Palestinian Culture,’,Footnote1 was examined using the methodology of thematic analysis. Four primary themes emerged from the texts: the active documentation, the speed and intensity of death and destruction, the form of death, namely handling of bodies and burial rituals, and lastly the implementation of myths from various traditions, including the duality of mythologising and demythologising Gaza and its inhabitants. I conclude that these four themes were elemental in the rhetoric process of sanctification of the mass and random death and destruction. (shrink)

One of the greatest philosophical disputes in Germany in the latter half of the nineteenth century concerned the value of life. Following Arthur Schopenhauer, numerous philosophers sought to defend the provocative view that life is not worth living. A persistent objection to pessimism is that it is not really a philosophical theory at all, but rather a psychological state; a mood or disposition which is the product of socio-economic circumstance. A developed and influential version of this view was advanced in (...) the 1870s by the English psychologist James Sully. Yet, as important as Sully's critique was for the pessimism dispute, it has been almost entirely overlooked in the history of philosophy. With some growing recent attention to nineteenth-century pessimism, this paper aims to reconstruct Sully's view, and what I argue is his primary argument for it in terms of the best explanation for an alleged historical correlation between pessimistic belief and social hardship in the form of frustrated ideals. The paper then presents and analyses some challenges to this argument, some of which are argued to have been at least partially anticipated in the nineteenth-century by the likes of Schopenhauer and Olga Plümacher. (shrink)

The tendency to get involved in helping one’s family, friends, school, and community has many potential benefits such as greater compassion, concern for others, and social responsibility. Research interest in the benefits of contribution in adolescents has increased recently, but there are not many studies examining the effect of contribution on adolescents’ mental health. The present study focused on whether the contribution is associated with fewer self-rated depression symptoms in adolescents. We further tested whether self-regulation and academic performance can (...) have a mediating role in this association. A total of 423 secondary school students (233 female) from eastern Croatia participated in the study. Mean age was 16.78 (SD= 1.21). Students completed measures of self-regulation, depression symptoms, and contribution (helping one’s family, friends, or neighbors, mentoring peers, volunteering in one’s community, and participating in school organizations or boards), and gave information about age, gender, and academic performance. A hierarchical regression analysis revealed that contribution, self-regulation, and academic performance were related with lower levels of self-rated depression symptoms. Furthermore, mediation analysis indicated a significant indirect effect through two mediators, self-regulation and academic performance, which was stronger than a path containing only self-regulation. Academic performance alone was not a significant mediator. Our findings suggest that contribution could protect against depression by promoting self-regulation, leading to higher academic performance, and consequently fewer depression symptoms. (shrink)

Is traditional virtue epistemology a kind of idealised epistemology? Is that a bad thing? Some supporters of the virtue epistemology of liberatory virtues seem to answer these questions affirmatively. H. Battaly also argues that to avoid idealization virtue epistemologists should adopt a kind of normative contextualism according to which one and the same character trait is a virtue in some contexts, and a vice (or at least not a virtue) in other contexts. In this paper, I defend traditional virtue epistemology (...) against some, but not all, of these charges. I argue that the examples that motivate its critics are best explained by invoking particularism about actions rather than normative contextualism about character traits. I also show that a particularist virtue epistemology of inquiry provides an account of the difference that social circumstances and power relations make to epistemically virtuous (and vicious) conduct that is superior to those that can be offered by resorting to normative contextualism. (shrink)

Alexithymic traits, which entail finding it difficult to recognize and describe one’s own emotions, are linked with poor trait emotional intelligence and difficulties in identifying and managing stressors. There is evidence that alexithymia may have detrimental consequences for wellbeing and health, beginning in adolescence. In this cross-sectional study, we investigated the prevalence and incidence of alexithymia in teenage girls, testing the statistical power of TEI and student burnout to discriminate between high- and low-alexithymic subjects. A sample of 884 female high (...) school students attending three Italian academic-track high schools completed self-report measures of alexithymia, school burnout, and TEI. Main descriptive statistics and correlational analysis preceded the discriminant analysis. The mean alexithymia scores suggest a high prevalence of alexithymia in female adolescents; as expected, this trait was negatively correlated with TEI and positively associated with school burnout. Participants with high vs. low alexithymia profiles were discriminated by a combination of TEI and burnout scores. High scores for the emotionality and self-control dimensions of TEI were strongly associated with membership of the low alexithymia group; high scores for the emotional exhaustion dimension of school burnout were indicative of membership of the high alexithymia group. These findings suggest crucial focuses for educational intervention: efforts to reduce the risk of emotional exhaustion and school burnout should especially concentrate on enhancing emotional awareness and self-control skills, both strongly associated with low levels of alexithymia. (shrink)

This article demonstrates the importance of making explicit different conceptions of movement for the philosophy of sport. In addition to the mechanistic and the Aristotelian approaches, this article presents a third, underexplored view of movement, namely that of Lucretius as interpreted by Karl Marx and Michel Serres. By exploring the similarities between Marx’s motion of repulsion and Serres’s turbulent flux, it will be argued that a Lucretian view offers a philosophy of movement that uniquely does not rely on stasis. This (...) Lucretian perspective is illustrated through Serres’s elaborations on the body and sport. It is concluded that sport is not primarily a rational, rule-guided practice but arises from moving and sensuous bodies that are always deviating from their standard trajectory. (shrink)

A discussion of the Hegel and the Frankfurt School, with a focus on Horkheimer, Adorno and Marcuse. It discusses in detail the different ways in which each of these major figures interprets Hegel, and it discusses the influence that Hegel had on on their respective theories.

School principals world-wide report high levels of strain and attrition resulting in a shortage of qualified principals. It is thus, crucial to identify psychosocial risk factors that reflect principals’ occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), a widely used self-report measure covering multiple psychosocial factors identified by leading occupational stress theories. We evaluated the COPSOQ-II regarding factor structure and longitudinal, discriminant, and convergent validity using latent structural equation modeling in a large sample of Australian (...) school principals (N = 2,049). Results reveal that confirmatory factor analysis produced marginally acceptable model fit. A novel approach we call set exploratory structural equation modeling (ESEM-set), where cross-loadings were only allowed within a priori defined sets of factors, fit well, and was more parsimonious than a full ESEM. Further multitrait-multimethod models based on the set-ESEM confirm the importance of a principal’s psychosocial risk factors; Stressors and depression were related to demands and ill-being, while confidence and autonomy were related to wellbeing. We also show that working in the private sector was beneficial for showing a low psychosocial risk, while other demographics have little effects. Finally, we identify five latent risk profiles (high risk to no risk) of school principals based on all psychosocial factors. Overall the research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors. (shrink)

Commercial video games are popular entertainment media and part of students’ media reality. While commercial video games’ main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students’ reflection processes using commercial video games in regular formal high (...) school teaching. In a double lesson, 29 students of a 10th-grade biology course and 17 students of a 12th-grade advanced course on history played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers’ game-related statements and questions. Regarding teachers’ statements, students discussed several topics related to game enjoyment and the games’ representation of topic-related content. Regarding teachers’ questions, students discussed multiple goals in each game, how the games represented topic-related content, and how the games could be appropriate for learning. In Study 2, students additionally discussed emotions, stereotypes, violence, and the narrative related to the digital history game. We found that the discussions provided students opportunities to reflect on their game experiences and the current curricular topic as well as to practice media criticism. We further provide quantitative results on students’ perceived topic knowledge, on several facets of their learning motivation, and on their acceptance of video games. Overall, our findings illustrate the educational value of using commercial video games as objects of reflection. (shrink)

Introduction: the question of reason -- The Frankfurt School critique of reason -- Habermas's communicative rationality -- Macintyre's tradition-constituted reason -- A substantive reason -- Beyond relativism: reasonable progress and learning from -- Conclusion: toward a Thomistic-Aristotelian critical theory of society.

Zoos attract millions of visitors every year, many of whom are schoolchildren. For this reason, zoos are important institutions for the environmental education of future generations. Empirical studies on the educational impact of environmental education programs in zoos are still rare. To address this issue, we conducted two studies: In study 1, we investigated students’ interests in different biological topics, including zoos ( n = 1,587). Data analysis of individual topics revealed large differences of interest, with advanced students showing less (...) interest in zoos. In study 2, we invited school classes of this age group to visit different guided tours at the zoo and tested connection to nature before and after each educational intervention ( n = 608). The results showed that the guided tours are an effective tool to raise students’ connection to nature. Add-on components have the potential to further promote connection to nature. The education programs are most effective with students with a low initial nature connection. (shrink)

Despite all methodological efforts made in the last three decades, Western instruction grounds on traditional principles. Most educational programs follow theories that are mentalistic, i.e., they separate the mind from the body. At school, learners sit, watch, listen, and write. The aim of this paper is to present embodied learning as an alternative to mentalistic education. Similarly, this paper wants to describe embodied learning from a neuroscientific perspective. After a brief historical overview, I will review studies highlighting the behavioral (...) effectiveness of embodied instruction in second language learning, mathematics and spatial thinking. On this base, I will discuss some of the brain mechanisms driving embodied learning and describe its advantages, clearly pleading in favor of instructional practice that reunites body and mind. (shrink)

Volume 24, Issue 11, November 2024, Page 78-80.

This paper examines the problem of founding irreversibility on reversible equations of motion from the point of view of the Brussels school's recent developments in the foundations of quantum statistical mechanics. A detailed critique of both their 'subdynamics' and 'transformation' theory is given. It is argued that the subdynamics approach involves a generalized form of 'coarse-graining' description, whereas, transformation theory cannot lead to truly irreversible processes pointing to a preferred direction of time. It is concluded that the Brussels (...) class='Hi'>school's conception of microscopic temporal irreversibility, as such, is tacitly assumed at the macroscopic level. Finally a logical argument is provided which shows, independently of the mathematical formalism of the theory concerned, that statistical reasoning alone is not sufficient to explain the arrow of time. (shrink)

These are challenging times for leaders who believe schools must teach history honestly, be laboratories of democracy, and honor differences while finding common cause. This book, grounded in two decades of work in diverse school settings, provides guidance to help us remain steadfast in the work. -Racial justice: Beyond proclamations, how can school leaders reallocate resources to support substantive anti-racist school reforms? -Democratic practice: How can school leaders who have significant authority in a hierarchical system wield (...) their power in support of democracy? -Restorative justice: With time in short supply, how can schools truly embrace restorative practice, which calls for slowing down to repair and prevent harm? -Student activism: How can school leaders uphold rules while also supporting students who disrupt in the name of justice? -Counter-extremism: White supremacist threats are a danger to our communities. How can school leaders carefully confront the extremism of these troubled times? Compelling stories drawn from contemporary school contexts help illuminate each of these questions in fine detail. Each chapter concludes with a list of concrete actions every school leader can take in pursuit of answers. Administrators, teacher leaders, and those who support school reform with justice in mind will find both practical guidance and inspiration. (shrink)

Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s collective self-esteem scale was adapted and validated for the Chilean educational context because (...) of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated. Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management. (shrink)