Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...) range of theorists have been called upon to articulate studying, the philosophical resources out of which studying has been shaped have remained trapped within the western canon. We seek to address these limitations in this article by turning to some literature on affect theory, Daoist wind-stories, as well as the Yijing–Daoist Yin–Yang movement. In doing so, not only do we make contributions to research on studying, but we also contribute an educational understanding to affect theory and draw out important affinities between affective study and Daoist windstories. In other words, this paper moves to both articulate the affective dimensions of studying and illuminate a particular pedagogy of affect. More important, we move one step further to re-conceptualize learning and study, figuring them not merely as alternative or oppositional orderings, but as a Daoist Yin–Yang movement wherewith learning and studying, analogous to the Yin–Yang elements, always happen together, mutually informing, confronting, and transforming each other. (shrink)

Can a reliabilist theory of justified belief be extended to account for justified credence? In exploring this question, this paper first takes as its target Tang’s reliabilist account of justified credence, which is inspired by William Alston’s “indicator reliabilism” about justified belief. I point out a neglected shortcoming in Tang’s account, which concerns its failure to properly explain degrees of justification. Fortunately, Alston’s epistemology contains the resources which can be developed to remedy this defect. The central idea here is that (...) the justificatory status of a credence can not only be defeated by a subject’s own perspective, but also be enhanced by that. Finally, it is argued that this idea applies to beliefs as well. (shrink)

In response to the companions in guilt arguments, some error theorists have tried to defend a nihilist thesis that there truly are no normative epistemic reasons to believe, and further no normative reasons whatsoever, making them global normative error theorists. In his recent paper, Patrick Clipsham tries to adjudicate on this debate. Dubbing this nihilist response a “bullet-biting” one, he argues that sophisticated forms of this response are viable and immune from the frequently leveled charges. However, he further argues that (...) despite its success of avoiding these charges, the nihilist response is bound to face a dialectical disadvantage, that is, it impairs the error theorist’s ability to criticize the opponents. In this paper, I argue for two propositions. First, while there are viable nihilist responses, they are not or at least should not be as how Clipsham has represented them. Second, the new charge from dialectical disadvantage also fails, along with the older charges. (shrink)

In 1964, a debate that attracted widespread attention occurred within Chinese philosophical circles on the question of "one divides into two" and "two combine into one." But because the scholarly questions became mixed with politics, this debate never fully developed, and the critique of "one divides into two" was hurriedly terminated. "One divides into two" was judged to be the "correct, living, and common expression of the true nature and core of the materialist dialectic — the theory of the unity (...) of opposites," and it was interpreted as representing the broad functions of the revolutionary dialectic. (shrink)

As the cores of education, teachers’ emotions have a critical place in academia. However, the power of EFL teachers’ positive emotions and their regulation in online mode of instruction have been ignored by scholars. With the rapid shift of education from face-to-face to remote/electronic delivery, many challenges and emotional problems emerged among teachers and learners worldwide. This entailed the necessity of considering and planning for emotional regulation to generate positive outcomes. To provide a roadmap for this line of research, the (...) present mini-review article presented the theoretical and empirical underpinnings of emotion regulation, its origins and definitions, as well as outcomes for second/foreign language education. The study also presents some implications for EFL teachers, teacher trainers, and avid scholars of this area of research pinpointing the current yawning gaps. (shrink)

Your letter has been received. We were all very surprised the other day when we learned the news that you had been approved to attend Beijing Industrial University, but you refused the opportunity. I was going to send you a telegram, but it was too late. I then began to wonder if the news were true, but your letter confirmed it. When I raised my head that was buried in the letter, my initial excited emotions began to calm down. It (...) is not necessary for me to talk you into attending the university, as such efforts would obviously be futile. (shrink)

The solution of this problem is extremely important to the process of the development of logic. Its solution is of great theoretical significance in upholding the methodology of dialectical materialism; criticizing the sophistry of metaphysics, skepticism, and relativism; developing formal logic and symbolic logic; forming the scientific system of dialectical logic in the strict sense; and conducting research to strengthen all the concrete sciences. It also has enormous significance for the criticism of "leftist" and right-wing opportunism and revisionism, and especially (...) for criticizing the counterrevolutionary revisionist line of the "gang of four.". (shrink)

Trust is of great significance to the economic and social development of a country. In the case of China, the trust of rural women has undergone tremendous changes along with the development of rural areas. It is seen that the trust of rural women has changed from localized to generalized trust, and it is stated that the major factor leading to this transformation is education. To explore the phenomenon empirically, the current study uses the survey data of rural women sourced (...) from China Family Panel Studies over the year 2018. Through the ordered probit model, the study reveals that education plays a significant role in influencing rural women’s generalized trust and localized trust. Through mediation analysis, the study further reveals that reliance on Internet information, access to public resources, and income are the factors mediating the relationship between education and generalized trust. Besides, the outcomes further unveil that the impact of education on localized trust is stronger when the level of mobility is low. For robustness check, the current study additionally employs a regression discontinuity model. The overall findings elucidate that education is the major factor triggering the trust of rural women in China. The findings propose that policymakers in China should imply education-oriented strategies as individuals with higher levels of education are more inclined to trust others. (shrink)

A surprisingly large number of lottery prizes go unclaimed every year. This leads us to suspect that what people bet on is not only money, but also good mood. We conducted three studies to explain, from an emotional perspective, why people play lottery games. We first conducted two survey studies to assess mood state reported by online (Study 1a) and offline lottery buyers (Study 1b) at different stages of lottery play. The results revealed that participants’ highest mood appeared before knowing (...) whether they had won. In Study 2, we manipulated the means of reward (lottery tickets vs. cash) and compared participants’ mood changes at different stages of a rewards game in the laboratory. We found the following: first, lottery group participants were generally in a better mood; second, 42% of lottery group participants did not come to the laboratory to collect scratch cards; and third, lottery group participants took more time to return to the laboratory to check their tickets than participants in the cash group. In Study 3, we examined whether priming good or bad mood could influence participants’ preferences for cash versus lottery tickets. The results revealed that participants who were primed for poor mood had a higher preference for lottery tickets compared with their good mood counterparts. These findings suggest that what our participants sought in lottery play was not only money, but improved mood. (shrink)

: Governance means the policy and strategy adopted in the process of running a country. In the long history of more than two thousand years, Confucianism had become the cultural core and political doctrine of the imperial autocracy, and the theory of “governance of the whole country” contained in it had become an important category in traditional Chinese culture. We should dig deep into the rich connotation of Confucian governance thought, and build a national governance system that suits society, the (...) overall situation and future through innovative development and creative transformation, so as to let excellent traditional Chinese culture return to open a new road and make the past serve the present, thus providing important theoretical guidance and historical reference for the great rejuvenation of the Chinese nation. Resumo: Governança significa a política e a estratégia adotadas no processo de gestão de um país. Na longa história de mais de dois mil anos, o confucionismo tornou-se o núcleo cultural e a doutrina política da autocracia imperial, e a teoria da “governança de todo o país” contida nele tornou-se uma categoria importante na cultura tradicional chinesa. Deve-se aprofundar na rica conotação do pensamento de governança confucionista e construir um sistema de governança nacional que se adapte à sociedade, à situação geral e ao futuro, por meio de desenvolvimento inovador e transformação criativa, de modo a permitir que a excelente cultura tradicional chinesa retorne à base, para abrir um novo caminho e fazer o passado servir ao presente, fornecendo, assim, importante orientação teórica e referência histórica para o grande rejuvenescimento da nação chinesa. (shrink)

The object of this study was to investigate whether level of processing (LOP) modulates enhanced memory performance for emotional stimuli, and, if so, whether the LOP effects relate to their gist and details. During the study phase, participants were presented with colourful pictures with negative, neutral and positive valences and encoded the emotional pictures under either a semantic (living/non-living judgement) or a perceptual (left/right position judgement) condition. During the test phase, they judged whether the presented picture was old or new (...) in Experiments 1 and 2, and also judged whether a specific concept, labelled using words, had been studied in Experiment 2. The results showed that under both encoding conditions, the details of both negative and positive pictures were recognised better than those of neutral pictures. Also, the gist of negative pictures was recognised better than that of neutral pictures but only under the semantic condition. These data provide evidence that the LOP differentially modulates enhanced emotional memory for gist and details of pictures. (shrink)

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language and second language learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language, Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social (...) contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition process to sustain the development of their identities and L2 abilities. (shrink)

本书收录“关于命运的知识”、“从知识眼光到创作眼光”、“一个或所有问题”、“千年观念故事”、“理解20世纪的精神财富”等19篇文章。.