Suchergebnisse

The literature suggests that work values and attitudes are just as important, if not more so, than cognitive and psychomotor skills. However, there is little data in the literature which actually describes the work values and attitudes that trade and industrial instructors teach and the pedagogical techniques they employ to teach them. The primary objectives of this study were to identify the work values and attitudes that trade and industrial instructors teach and to describe the pedagogical techniques they use to teach these skills. Another objective of this study was to deter mine whether work values and attitudes are taught incidentally with cognitive and psychomotor skills, or via targeted learning activities. This study utilized the face-to-face interview technique to collect data. The sample for this study was composed of 5O secondary trade and industrial instructors who were nominated by their administrators as successful in teaching work values and attitudes. Because of the qualitative nature of this study, the analysis explored relationships between the specific occupational area of trade and industrial instructors and the work: values and attitudes they reported teaching. In addition, relationships were explored between the occupational area of the instructors and the pedagogical techniques they employed to teach the work values and attitudes. During analysis, examples and behavioral events provided by the instructors were examined. The major conclusions of this study were: (1) Instructors directly and indirectly teach numerous types of work: values and attitudes to their students. However, the most emphasized work values and attitude clusters were Ambitious, Cooperative/Helpful, Accurate/Quality of Work, Dependable/ Reliable/Responsible, and Dedicated/Devoted/Honest/ Loyal/Conscientious. (2) Instructors teach work: values and attitudes that have been identified in the literature as most important. Though it became evident that instructors emphasized some work values and attitudes more than others, all the identified work values and attitudes have been recognized in the literature as important. (3) The instructors reported using several different pedagogical strategies to teach work values and attitudes. The most frequently identified pedagogical strategies were: reward structure, group discussion, one on one counseling, role modeling, and role playing. (4) The majority of these secondary trade and industrial instructors taught work values and attitudes incidentally with cognitive and psychomotor skills. (5) These secondary trade and industrial instructors used both democratic and indoctrinational pedagogical techniques extensively to teach work values and attitudes. ; Ed. D.

AbstractThis essay characterizes one way people are organized by their ideas about the ideas of others, namely, "ideational structure." I clarify its role in social explanation, compare it to some standard social ontologies, and propose that it is an important element in an ideology.

Abstract
Matias Risse and Gabriel Wollner's On Trade Justice largely neglects the role of money and central banking in 'trade fairness.' This article rehearses why J. M. Keynes thought money and global central banking matters for national capacity, and suggests that this helps answer Risse and Wollner's chief objection to Aaron James's Fairness in Practice.

This article characterizes the aims of a practice-based method of justification and explains why its form of "ideal theory" need to only assume that a group of agents "ideationally" endorse an aim or end. Our interpretation of a practice, according to its aims or ends, can thus be quite realistic about the selfish or corrupt motives of any particular agent. This helps to answer "selectorate theory" cynics that view rules (in trade, etc.) as equilibrium solutions among elites optimizing for their personal "political survival." Even when that is so, reason can still have an audience in politics in the "ideational" recognition of values (e.g. as upheld in the classical theory of free trade).

AbstractA theory of fairness in international trade should answer at least three questions. What, at the basic level, are we to assess as fair or unfair in the trade context? What sort of fairness issue does this basic subject of assessment raise? And, what moral principles must be fulfilled if trade is to be fair in the relevant sense? This discussion presents answers to these questions that derive from a "constructivist" methodology inspired by John Rawls and the social contract tradition.

Pourquoi les pratiques? La méthode de justification fondée sur les pratiques suppose un certain degré de sensibilité aux pratiques sociales. Cela soulève des questions épineuses : les pratiques en question doivent-elles être établies ou au moins réalistes ? Quel degré de « construction » pouvons-nous assumer lorsque nous interprétons leur forme ou leurs buts ? Cet article suggère que les réponses à ces questions peuvent varier en fonction de nos objectifs explicatifs. Les exigences liées au réalisme et à l'exactitude sociologique sont relativement faibles lorsque ces objectifs sont purement intellectuels et visant la compréhension morale, plus fortes lorsque l'objectif est de déterminer les conditions générales de la vie humaine en collectivité, plus fortes encore lorsque l'objectif est de justifier les principes comme étant normatifs pour nous, étant donnée notre situation actuelle dans l'histoire du monde. Je suggère que nous n'avons pas de raison d'insister sur un ensemble de questions de justice à l'exclusion des autres, même si les exigences normatives occupent à juste titre une place centrale.

The practice-based method of justification requires sensitivity to social practices. This raises difficult questions: Must the practices in question be established or at least realistic? How 'constructive' can we be in our interpretation of their form or aims? This paper suggests that our answers to these questions can vary with our explanatory purposes. Requirements of realism and sociological accuracy are relatively thin given purely intellectual aims of moral understanding, thicker given the aim of addressing humanity, and thicker still given the aim of justifying principles as normative for us, in our current world historical situation. I suggest that we have no reason to insist on one set of animating justice concerns to the exclusion of all the others, even as normative requirements rightly take center stage. Adapted from the source document.