The COVID-19 pandemic triggered the first global “Infodemic” in the era of social media. Understanding how governments deal with the negative impacts of the infodemic has become a priority. This paper uses the theoretical framework of the Elaboration Likelihood Model to explore mechanisms for alleviating panic associated with the infodemic. It considers, in particular, the quality of information circulated on Government Social Media as the central route and local government trust as the peripheral route. An empirical study was conducted using (...) data from a focus group interview and a questionnaire survey collected within the first three weeks following the citywide lockdown of Wuhan, China. The results show that as: Quality of GSM information does not significantly reduce public panic, but local government trust significantly increases people’s pandemic prevention knowledge; Pandemic prevention knowledge is a critical mediator between information quality of GSM and public panic, as well as local government trust and public panic; and Information quality of GSM significantly increases people’s trust in local governments. This paper contributes to the literature on infodemic and government social media and provides implications for practice. (shrink)

1. 하나가 여럿에게 가는 길 - 2008년 11월 동아시아 경제공동체포럼 기조강연, 인천 드림시티에서 2. 물 - 마음과 돈과 물의 시대에 부쳐 3. 님 - 획기적 재분배의 이원집정제에 관하여 4. 도깨비 - ‘신의 우물’ 근처에서 춤추는 가난한 도깨비 이야기 5. 혁신 - 중국의 혁신은 ‘법혜월’과 같은 화엄개벽의 여성!

Büchi, J. R. The monadic second order theory of [omega symbol]₁.--Büchi, J. R. and Siefkes, D. Axiomatization of the monadic second order theory of [omega symbol]₁.

Based on a rather simple thesis that we can learn from our mistakes, Karl Popper developed a falsificationist epistemology in which knowledge grows through falsifying, or criticizing, our theories. According to him, knowledge, especially scientific knowledge, progresses through conjectures that are controlled by criticism, or attempted refutations . As he puts it, ‘Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us understand the difficulties of the problem which we are trying to solve. This (...) is how we become better acquainted with our problem, and able to propose more mature solutions: the very refutation of a theory ... is always a step forward that takes us nearer to the truth. And this is how we can learn from our mistakes’ . Since criticism plays such a crucial role in Popper's falsificationist methodology, it seems natural to envisage his heuristic as a helpful resource for developing critical thinking. However, there is much controversy in the psychological literature over the feasibility and utility of his falsificationism as a heuristic. In this paper, I first consider Popper's falsificationism within the framework of his critical rationalism, elucidating three core and interrelated concepts, viz. fallibilism, criticism, and verisimilitude. Then I argue that the implementation of Popper's falsificationism means exposing to criticism various philosophical presuppositions that work against criticism, such as essentialism, instrumentalism, and conventionalism; it also means combating what seems a common tendency of humans to be biased towards confirmation. I examine the confirmation bias, to which Popper did not give much attention: its pervasiveness and various guises, some theoretical explanations for it, and the role of teachers in undermining its strength and spread. Finally, I consider the question whether students can and should be taught to use disconfirmatory strategies for solving problems. (shrink)

This paper aims to bridge the relationship between metalinguistic if you like as a non-propositional discourse marker and its conditional counterparts. This paper claims that metalinguistic if you like is polysemous between a hedge that denotes the speaker’s reduced commitment to some aspect of the main clause, and an optional yet potential conditional reading that interlocutors can legitimately draw on in interaction which is brought about due to the ‘if p, q’ sentence form. That is, although the metalinguistic reading is (...) most likely obtained automatically by default, it also carries an available conditional reading that is akin to other metalinguistic conditional clauses such as if you see what I mean. Next, a semantic representation of metalinguistic if you like is developed that takes on board a characterization of conditionality that departs from lexico-grammatical conventions, such that conditionals of the form ‘if p, q’ no longer bear a one-to-one correspondence with “conditional” truth conditions. Employing a radical contextualist semantic framework in which the unit of truth-conditional analysis is not constrained to the sentence form, utterances employing metalinguistic if you like are given a semantic representation such that the if-clause does not contribute propositional content, yet they also maintain their status as conditionals as the sentence form gives rise to a potential conditional secondary meaning. (shrink)

The present paper analyzes the self‐generated explanations (from talk‐aloud protocols) that “Good” and “Poor” students produce while studying worked‐out examples of mechanics problems, and their subsequent reliance on examples during problem solving. We find that “Good” students learn with understanding: They generate many explanations which refine and expand the conditions for the action parts of the example solutions, and relate these actions to principles in the text. These self‐explanations are guided by accurate monitoring of their own understanding and misunderstanding. Such (...) learning results in example‐independent knowledge and in a better understanding of the principles presented in the text. “Poor” students do not generate sufficient self‐explanations, monitor their learning inaccurately, and subsequently rely heavily on examples. We then discuss the role of self‐explanations in facilitating problem solving, as well as the adequacy of current AI models of explanation‐based learning to account for these psychological findings. (shrink)

In 2011 the Journal of Moral Education (JME) celebrated its 40th anniversary of publication. It seemed appropriate to examine and reflect on the JME?s achievements by reviewing its evolution and contribution to the emerging field of moral education and development. Moral education trends, as reflected in the 945 articles published in JME from 1971 to 2011, were investigated by content analysis. The research objectives were: to discover the trends in moral education as represented by published articles and special issues (by (...) analysis of disciplinary approaches, key topics, research methodologies and age-related educational levels) and to examine the international and gender-related development of the journal and the influence of its contributors (by analysis of first authors and editorial board members). The findings identify important concerns, key research topics and neglected areas in moral education and development. Analysis offers an insight into the contribution of JME as the main international interdisciplinary journal in this field, to the history of moral education, to theory and practice and in the changing socio-cultural contexts of the past 40 years. Discussion of the findings is offered, limitations are acknowledged and implications for future directions for the journal considered. (shrink)

Contemporary workplaces are mostly hierarchical. Intrinsic and extrinsic bads of workplace hierarchies have been widely discussed in the literature on workplace democracy and workplace republicanis...

Sociologue et philosophe, Georg Simmel (1858-1918) fut sans aucun doute une des grandes figures de la transition socioculturelle de cette fin de siècle, face au désenchantement de cette époque où le développement technique a pris une telle ampleur que l'homme s'est senti écrasé par ses propres créations. Simmel s'est proclamé pour un renouveau dans la culture, "une spiritualité de la vie matérielle et une matérialisation de la vie spirituelle". Cette nouvelle orientation permet à l'homme de donner un sens et un (...) but à sa vie tout en gardant une unité entre l'objectivité et la subjectivité. L'objectif de cet ouvrage est de montrer l'actualité et la fécondité des analyses simmeliennes qui nous engagent à explorer la complexité des relations individu/société. Cette nouvelle thématique socio-philosophique concerne tous les domaines, aussi bien philosophiques, qu'artistiques et religieux. Simmel ne prétendait pas fonder une école, ni former des disciples, son but ultime fut d'élever la réalité sociale du présent vers un processus culturel allant du sujet vers l'objet et réciproquement. Dans son journal posthume, Simmel compare son oeuvre à de l'argent dont chacun peut s'approprier une partie qui lui servira pour ses propres recherches. La pensée simmelienne est une mine de richesse pour l'exploration de la société et de la culture et porte en elle les germes de la modernité. (shrink)

本书是对这一历程的系统研究和总结。书的上篇论述马恩经典作家的美学思想及其传播;中篇分析了俄苏时期列宁及他的战友们的美学思想形成的历史背景和这些思想传播的历程;下篇论述了20世纪30年代直至当今欧美各种 流派的“新马克思主义”理论家们对发展马克思主义美学所作的思考与理论贡献等内容。.

In post-Gricean pragmatics, communication is said to be successful when a hearer recovers a speaker’s intended message. On this assumption, proposals for ‘what is said’ – the semantic, propositional meaning of a speaker’s utterance – are typically centred around the content the speaker aimed to communicate. However, these proposals tend not to account for the fact that speakers can be deliberately vague, leaving no clear proposition to be recovered, or that a speaker can accept a hearer’s misconstrual even though the (...) speaker didn’t intend it. In such cases, identifying ‘what is said’ is more contentious, even though communication is arguably no less successful. Building on recent interactionist approaches to meaning, this chapter offers a proposal for ‘what is said’ that can account for cases of ‘imperfect’ communication in which the recovery of a speaker’s intention goes awry. This involves taking ‘what is said’ as the co-constructed meaning that the speaker and hearer jointly agree on, giving ‘grounded meanings’ – those mutually and manifestly accepted into the discourse by speaker and hearer – higher precedence in a theory of communication than simply the speaker’s intended meaning. In such cases, rather than speaker and hearer converging at the level of explicit utterance content, communication is expected to be successful as long as the hearer recovers a proposition which is compatible with the speaker’s higher-order discursive goal. The hearer’s uptake is then allowed to override the content of the speaker’s intended meaning in the process of negotiating ‘what is said’. (shrink)

Alik Pelman proposes a sceptical challenge to the widely accepted thesis that theoretical identities are necessary. His argument relies on the possibility of the manifest criterion of identity. In this article, we argue that given the necessity of the obtaining of the identity criterion, Pelman’s sceptical argument against the necessity of theoretical identities cannot be effective. By comparing Pelman’s sceptical argument with classical sceptical arguments, it is demonstrated that there is a sense in which classical arguments are effective but not (...) Pelman’s. (shrink)

Humility as an aspect of our humanity is an important concept in both Confucian and Western philosophy. In the modern world, whether Western or not, there seems to be a growing need to promote humility, especially intellectual humility, as a fundamental virtue among students. In this paper, I first compare and contrast the Confucian and Western conceptions of humility. Then I explore a Confucian approach to teaching intellectual humility, arguing that the focus of teaching be directed towards cultivating the Confucian (...) virtues of reflection (si) and reverence (jing). (shrink)

本书包括:天人论;人性论;处世论;道德论;纲常论;忠教论;存理、养性、致良知等内容。.