Dialogical Paradigm Research Articles

Pedagogical sentiment analysis based on the BERT-CNN-BiGRU-attention model in the context of intercultural communication barriers.

Amid the wave of globalization, the phenomenon of cultural amalgamation has surged in frequency, bringing to the fore the heightened prominence of challenges inherent in cross-cultural communication. To address these challenges, contemporary research has shifted its focus to human-computer dialogue. Especially in the educational paradigm of human-computer dialogue, analysing emotion recognition in user dialogues is particularly important. Accurately identify and understand users' emotional tendencies and the efficiency and experience of human-computer interaction and play. This study aims to improve the capability of language emotion recognition in human-computer dialogue. It proposes a hybrid model (BCBA) based on bidirectional encoder representations from transformers (BERT), convolutional neural networks (CNN), bidirectional gated recurrent units (BiGRU), and the attention mechanism. This model leverages the BERT model to extract semantic and syntactic features from the text. Simultaneously, it integrates CNN and BiGRU networks to delve deeper into textual features, enhancing the model's proficiency in nuanced sentiment recognition. Furthermore, by introducing the attention mechanism, the model can assign different weights to words based on their emotional tendencies. This enables it to prioritize words with discernible emotional inclinations for more precise sentiment analysis. The BCBA model has achieved remarkable results in emotion recognition and classification tasks through experimental validation on two datasets. The model has significantly improved both accuracy and F1 scores, with an average accuracy of 0.84 and an average F1 score of 0.8. The confusion matrix analysis reveals a minimal classification error rate for this model. Additionally, as the number of iterations increases, the model's recall rate stabilizes at approximately 0.7. This accomplishment demonstrates the model's robust capabilities in semantic understanding and sentiment analysis and showcases its advantages in handling emotional characteristics in language expressions within a cross-cultural context. The BCBA model proposed in this study provides effective technical support for emotion recognition in human-computer dialogue, which is of great significance for building more intelligent and user-friendly human-computer interaction systems. In the future, we will continue to optimize the model's structure, improve its capability in handling complex emotions and cross-lingual emotion recognition, and explore applying the model to more practical scenarios to further promote the development and application of human-computer dialogue technology.

A Comparative Study on the Notion of Dialogue in Islam and Buddhism

Interfaith dialogue is a vital tool for promoting understanding and cooperation between different religious communities. This article presents a comparative study of the Islamic and Buddhist perspectives on interfaith dialogue. Drawing on primary sources from both religions, this study explores the theological foundations of interfaith dialogue and the practical strategies employed by Muslims and Buddhists in promoting interfaith understanding. The similarities and differences between the two religions’ approaches to interfaith dialogue are analysed, examining how their respective beliefs, practices, and histories shape their attitudes toward religious diversity. The research design is qualitative using library research by emphasizing content analysis on Islam and Buddhism scripture. The results show that the Islamic paradigm of interreligious dialogue is da‘wah (propagation, invitation or introducing Islam) which is rooted in Tawhid, in contrast, Buddhism promotes liberation from human suffering which is rooted in Bhavana and mindfulness. The study contributes to the principle of interfaith dialogue and provides insights into the potential of interfaith relations for sustaining harmony, peace, and mutual respect in diverse societies. Studies suggest the understanding of each fundamental to encourage Muslim and Buddhist scholars to produce comprehensive interreligious dialogue, theologically and philosophically.

Mentoring as a Focus of Russian and International Research Investigations

Introduction. Modern Russian educational environment is characterized by a rapid growth in research and practical interest in the phenomenon of mentoring. Currently, it is significant to reconsider the approaches to mentoring taking into account its historical foundations. The purpose of this article is to review the topics and problems of mentoring in Russian and international scholarly literature and to identify common theoretical foundation in understanding the phenomenon of mentoring as well as reveal the current trends of studying and implementing mentoring. Methodology. In order to solve the research problem, the authors applied the following methods: review and analysis of Russian and international research literature devoted to mentoring, systematization and summarizing the research data. Results. The analysis of Russian and international research literature enabled the authors to conclude that understanding the phenomenon of mentoring has evolved from ‘the tool of preparing to independent adult life’ to ‘the tool of continuing education and development, societal development, preserving and increasing of human capital’. The first attempts to understand and clarify mentoring were made in belles-lettres and philosophical treatises addressing the problems of moral education. Then, the focus shifted to the professional field: mastering the profession, development of professional competence. Mentoring has been studied according to the fields of implementation (education, professional and industrial activities, social sphere, etc). Researches has focused on the functions of mentoring and its models, development and stages of mentoring relationships, conceptualization of mentoring and its differentiation from other forms of individualized support, guidance and learning. Conclusion. The article concludes that currently mentoring is studied as a complex interdisciplinary phenomenon which is conceptualized within the meaningful paradigm of dialogue, collaboration, intellectual and moral efforts aimed at discovering personal meanings of the activity.

Paradigm of religious dialogue, Mediterranean period of interfaith studies

Paper is a kind of historical sociology of religions for philosophical understanding of Al- Muhyiddin Arabi's research as a lasting paradigm in dialogue of religions. Mediterranean is place where greatest number of God's prophets were sent, and voice of prophecy of many prophets from Adam to Khatam can still be heard in that space. AL-Muhyiddin Arabi (1240), who started classical studies of religions, originated from Western Mediterranean and presented his works in eastern Mediterranean. His research has come as a paradigm that governs understanding of religions in their common subject, nature of prophets. Discussion of religions dialogue, in modern era, it is basically a question of oriental studies. Which Orientalism put it in two paradigms of Crusades and global unity of religions? Hypothesis of research is that dialogue between religions is an anthropological debate and is close to natural requirements of man. And good orientalist views are close to it. Discussion in paradigm of religions has a pattern of combination of philosophy and sociology, its origin is beyond science of religions. Dialogue of religions has a philosophical ontology in field of human existence and is a logical paradigm. There is a linear and circle approach to human history and in every attitude to history, religious dialogue, has a physical existence. Field of this philosophical opinion is anthropological process in history of sociology. In process of anthropology, there are at beginning of creation homogeneous group of people, without grounds of separation, and societies were homogeneous, and uniformity was their only characteristic, but societies also have secondary characteristics, which is essential necessity of change. And prophets who organize changes. Therefore, dialogue between religions has an existential place in societies, like reason for their existence, and it is a part of anthropology, and it has been investigated in combined science of philosophy and sociology in this research, and it shows that constant existence of dialogue between religions always has its own suitable contexts and has its own suitable contexts and discussion of religious dialogue in context of political issues is belonging complications of opposites orientalism circles, and in positive orientalism, attention is paid to ontological aspect of relationship between religions, and discussion of religions in this orientalism is closer to principle of ontology of religions, because religions are naturally for order. And the multiplicity of societies have arisen and their existence is rooted in people whose existential roots are of a uniform nature, and multitude of societies goes back to unity between people that existed in beginning because unit of society is Human(Nas). But according to historical Arrangement, in any way there are many societies.

КОММУНИКАТИВНО-АКСИОЛОГИЧЕСКИЙ ПОДХОД В РЕАЛИЗАЦИИ МУЗЫКАЛЬНО-ТЕАТРАЛЬНОГО ТВОРЧЕСТВА

The object of research — musical theatricalization, acting as a genre class, which has stable and mobile genre features (the axial are musical and theatrical beginning, the synthesis of which may appear in different forms, changing the ratio of musical and theatrical means of expression); subject — communicative-axiological aspects of the implementation of musical and theatrical creativity; purpose — development of communicative-axiological approach to the study of musical theatricalization. Methodological approaches used in the study: conceptual, systematic, integrated. Scientific novelty is due to the introduction of an original methodology, allowing a new approach to the study of the phenomena of musical theatricalization, both past and present. Communicative-axiological approach is based on the conjugation of the concepts of communicative and axiological approaches in the same research field. The totality of research methods leads to the study of certain communicative situations in which, as a result of the interaction of communicants in the aesthetic and socio-cultural space there is a transfer of information from one subject to another and the field of different values, due to social, professional and personal factors is formed. Communicative-axiological approach implies a comprehensive study of the phenomena of creative activity, focused on identifying aesthetic and anthropological value. The approach unfolds within the receptive dialogic paradigm, according to which in the process of realization of musical theatricalization there is perception of the figurative plan of events of a specific situation and simultaneously processing and translation of the already updated content. In this way, «effective experience» is carried out and initially subjective meanings penetrate into intersubjective space, thereby determining the process of formation of the value orientations of the individual.

Oneness in John 17:1–26 as a paradigm for wider ecumenism and dialogue

This article re-reads John 17:1–26 with a focus on the theme of oneness within the micronarrative. A multilayered and polyvalent analysis of the text reveals that the theme of oneness holds the prayer together to suggest a new way forward for the Johannine community. The vision and the missio-praxis expressed in the prayer align the thought patterns of Jesus, the narrator, and the community of John. The interactions and the resultant wider perichōrētic relationships between Father and Jesus, Jesus and believers, Father and believers, believer(s) and believer(s), Father–Jesus–believers and Paraklētos and Father–Son–Paraklētos–believers and the World exist as a paradigm for today’s ecclesiastical bodies and theological institutions and organisations for wider ecumenism and dialogue.Contribution: This article discusses the theme of oneness in John 17:1–26 as a paradigm for wider ecumenism and dialogue. As HTS Teologiese Studies/Theological Studies emphasises biblical, ecumenical and dialogical engagements in theological discussions, this article fits well within the scope of the journal.

Education as a basis of legal consciousness in the First Czechoslovak Republic (1918-1938)

The purpose of the paper is to clarify the place and role of religious and secular education in the process of intercultural dialogue in the formation of the legal culture of the transitional period in the state, in particular the period of activity of the First Czechoslovak Republic. Methodological basis - the basis of the methodology of the research is the general theoretical methods, principles and approaches to the definition of the constitutionally-legal consolidation of the state and church status in the First Czechoslovak Republic. In particular, the formal-logical method was used to study the conceptual apparatus defined by the article's theme. Functional and comparative legal methods are used for comparative analysis of legal culture and legal consciousness in the First Czechoslovak Republic. In the process of studying legal culture and legal awareness as an element of culture in the state a structural and functional method was used. The most important is the historical-retrospective method. This method has allowed to specify the previously mentioned methodological principle of historicism and to know the laws of the genesis of legal culture and legal consciousness in the First Czechoslovak Republic. Scientific novelty consists in the systematic analysis of the factors that influence the cultural and educational process in the formation of a citizens' sense of justice. At the same time, it was first established that the main factor of the historical and cultural process in the First Czechoslovak Republic, the formation of legal culture and legal consciousness was Catholicism. It was he who also influenced the constitutionally-legal consolidation of the right to education and upbringing, a change in the educational ideal took place: the spiritual life of man became the subject of in-depth study and acquired the highest priority of religious significance. Conclusions. In the First Czechoslovak Republic, the cultural-educational process served as a paradigm of intercultural dialogue for people of different ethnic, linguistic and religious backgrounds. The role of education in this context is defined as a strategic resource for improving the well-being of individuals in the formation of tolerance and mutual respect in the process of observance of fundamental rights and freedoms of citizens. Intercultural dialogue, in this case, is a combination of components, in particular spiritual and secular education, in shaping a person's respect for language, religion, culture, and world outlook.

Creative Factors and Psychotherapeutic Insight: Effects of Novelty and Appropriateness

ABSTRACT Novelty and appropriateness have long been considered as the two fundamental elements of creativity; however, whether these two can separately affect creativity or its related processes remains unclear. In the present study, the authors focused on psychotherapeutic insight to identify the different effects of novelty and appropriateness. Three experiments were conducted (total N = 452) using a micro-counseling dialogue (MCD) paradigm, which can induce stable and differential insights by providing different types of solutions to mental distress problems (Experiment 1) and negative descriptions (Experiment 2). Further, in Experiment 3, the authors improved the study by employing a group of high school students with test anxiety (assessed using the Test Anxiety Inventory), which was more ecological. Across the three experiments, higher insightfulness and pleasantness were induced by high novelty (experiments 1 and 2) and appropriateness (experiments 1 to 3). In Experiment 3, the effect of test anxiety was found, wherein the low-test anxiety group generated higher insightfulness compared to the high-test anxiety group, and this effect was stronger in the inappropriateness condition. The results provide evidence that novelty and appropriateness are key factors in inducing psychotherapeutic insightfulness.

��������ò��� ��������� ������ί ������ί ����� � �����Ͳ

The leading idea of the article is the application of the most appropriate methodology for disclosing the essence and content of law, its origin, evolution, contradictions and their coordination in the context of the relationship between natural and positive law, social and individual paradigms, in particular, in the context of nationalizing the individual, and, on the contrary, individualizing the collective in a wide humanistic plane. This aspect synthesizes approaches to the disclosure of individual and collective through the categories of �self�, where dialectical, phenomenological, existential and other approaches are qualified as communicative and dialogic paradigm, which today finds its practical embodiment in lawmaking and law enforcement. Feeling the controversy of these views, the authors emphasize the deepening of the humanistic content of the legal regulator of social relations. Domestic modern legal science in its development should focus on deepening the humanistic content of the normative regulation of social relations. This actualizes the need to solve such scientific problems as the methodology of research and functioning of law, achieving a harmonious relationship between individual and collective in law, the connection of its natural and positive aspects, etc. A fundamentally new definition of the essence of law is proposed, not as the will of a certain class or majority, but as the will to self-existence, which is expressed in the phenomenon of self as a harmonious synthesis of individual and social. In this context, to investigate the legal phenomena dialectics can be effectively used not as a materialistic or idealistic methodology, but as the most general theory and way of ascending to the truth. After all, opposites in law are not necessarily antipodes, but can act as interacting components of legal reality

La plasticité neuronale : fondements épistémologiques et enjeux éthiques d’un modèle de dialogue interdisciplinaire entre psychanalyse et neurosciences

ObjectivesThe aim of this article is to describe a new paradigm for an interdisciplinary dialogue between psychoanalysis and neuroscience, which respects the particularities of each discipline, while at the same time allowing for the conception of an intersection that can lay the foundations of a real meeting between both disciplines. We shall examine the epistemological grounds that can lead to this interdisciplinary dialogue, in order to avoid the possible pitfalls or methodological misunderstandings that could arise from such a meeting. In particular, the article will explain the possibilities of a paradigm that could avoid a monodisciplinary reductionism, with one of the two disciplines legitimating or subsuming the other. MethodAt first, we shall try to deal with pre-existing difficulties, which can appear in the creation of a new interdisciplinary dialogue between psychoanalysis and biology. We can show that, from the beginning, the creation of the psychoanalysis as an autonomous discipline, with self-epistemological foundations, forced Freud to think about the future conditions of an interdisciplinary dialogue with biology. In a second step, we shall study how the latest significant scientific advances have induced an important reconfiguration of the relationship between psychoanalysis and biology, mainly through the emergence of neuroscience and through the improvements introduced by experimental research on the neuronal plasticity. Finally, after having described the molecular mechanisms that explain the plasticity of the nervous system, we shall observe that neurobiological findings can show points of intersection with Freudian theory. ResultsThe latest neurobiological research on neuronal plasticity, with the experimental discoveries about the inscription of experience in the nervous system through synaptic mechanisms, can be used as the foundation for a paradigm of an interdisciplinary dialogue with psychoanalysis. This paradigm could be built on a mutual observation that one's subjective experience leaves a lasting impression, either a synaptic trace from the neurobiological point of view, or a memory trace from the psychic point of view. Pierre Magistretti, neurobiologist, and François Ansermet, psychoanalyst, have proposed a new epistemological paradigm based upon the possibility of an intersection between both disciplines, separated from theoretical ideas concerning a meeting between psychoanalysis and neurosciences. The paradigm of the intersection allows for the possibility of an interdisciplinary dialogue, respecting the epistemological particularity and the heterogeneity of both disciplines. DiscussionThe latest neurobiological research of Cristina Alberini and Yanin Dudai on synaptic mechanisms of consolidation – reconsolidation leads to remarkable findings: the molecular mechanisms that are the source of the stabilization of long-term memory could also be the source of a discontinuity between experience and its inscription as traces. The interdisciplinary dialogue, introduced through the discovery of a discontinuity in the re-association of the traces linked to Freud's theory on memory traces and their re-associations, could clear the way for a debate on major ethical issues in psychoanalysis and neurosciences around plasticity. Taking into account the concept of plasticity leads us to emphasize the concept of the person, beyond genetic and social determinisms. From this perspective, psychoanalysis and neuroscience could meet by transcending linear determinisms, and by relinquishing any predictions when it comes to studying the person in its idiosyncrasy. ConclusionNeurobiological research on neuronal plasticity leads to a new epistemological paradigm for an interdisciplinary dialogue between psychoanalysis and neurosciences, from the creation of an intersection involving the observation that experience records and leaves traces. This paradigm of intersection has the benefits of transcending any opposition between both disciplines, and at the same time of guaranteeing the specificities and autonomy of each. Findings about the synaptic mechanisms of plasticity allow for a reconfiguration of an interdisciplinary dialogue, while clearing the way for debates on major ethical issues. These issues are put into the current context of the “time of the living”, which traverses every scientific discipline. Specifically, this paradigm allows us to imagine a meeting between psychoanalysis and neuroscience, through the same transcendence of linear and determinist points of view concerning causal relations, and through a new identification of the singularity of the person in her/his self-determination.

Influence of an Intercultural Factor on the Formation of Sociocultural Capital of a Polyethnic City

The ideas of managing cultural diversity in the modern world are embodied primarily in the concepts of multiculturalism and interculturalism. Multiculturalism can be defined as ideology, politics and social discourse, which recognizes the legitimacy and value of cultural pluralism, the significance of the diversity of cultural forms. In its turn, this allows to form a single sociocultural space based on the tolerant coexistence of traditional ethnic or national cultures. Interculturalism is based on the dialogical paradigm of coexistence of different cultures: recognition of the heterogeneous nature of cultures, acceptance of the thesis of unity in diversity, identifying cultural diversity as a counterweight to assimilation. On the one hand, universal values create the platform of intercultural interaction within the framework of interculturalism, while on the other hand, there are civic culture and responsibility of ethnic groups for their society. Interculturalism is described as a life resource of a modern multiethnic city, a sociocultural capital that can multiply. Multiculturalism is aimed at preserving minority cultures that causes the conservation of the situation, and interculturalism provides an active and positive dialogue of different cultures with the aim of mutual enrichment. The sociological survey was held in the polycultural Ukrainian city of Melitopol, which has been applying policies and practices of interculturality since 2008. The aim is to analyse the interrelation of interculturality and sociocultural capital. The results indicate that ethnic communities are sufficiently integrated in public space and they are positively perceived by the city community. Therefore, interculturality is a significant resource of sociocultural capital accumulation which can be converted in political capital and it can consolidate a city community.

Dari Kesaksian Iman ke Simbiosis Agama: Meninjau Konsep Dialog Calvin E. Shenk Bagi Perjumpaan Islam-Kristen di Maluku

This study aims to analyse the thoughts of Calvin E. Shenk, a Christian missiologist, who criticized the concept of tripolar typology in the reality of religious pluralism, which was seen as reducing Christian faith. Calvin E. Shenk offers the idea of authentic dialogue, dialogue is as a form of witness of faith. However, Shenk's thoughts cannot simply be applied in the reality of encounters between Muslims and Christians in Maluku, which only emerged from the religious conflict of in 1999-2004. Both the analysis of Shenk's thoughts and the analysis of the context of religious presentation in Maluku, uses the approach of literature study in qualitative research methods. Finally, this study offers a dialogue paradigm in the context of interfaith relations in Maluku that embraces the uniqueness of each religion, including the praxis of the witness of faith, but does not neglect an important dimension that all religions need each other, and that is the symbiosis of religion.

Cognitive and Linguistic Predictors of Language Control in Bilingual Children.

In order to communicate effectively with a variety of conversation partners and in a variety of settings, bilingual children must develop language control, the ability to control which language is used for production. Past work has focused on linguistic skills as the limiting factor in children’s ability to control their language choice, while cognitive control has been the focus of adult models of language control. The current study examined the effects of both language ability and cognitive control on language control in 4−6 year old Spanish/English bilingual children with a broad range of language skills, including those with low skills in both languages. To measure language control, children participated in an interactive scripted confederate dialogue paradigm in which they took turns describing picture scenes with video partners who presented themselves as monolingual speakers of English or monolingual speakers of Spanish. The paradigm had two conditions: a single-language context, in which children interacted with only one partner, and a dual-language context, in which children needed to switch between languages to address different partners. The Dimensional Change Card Sort (DCCS) indexed cognitive control. The findings revealed an overall effect of language ability, such that children with lower language skills were more likely to produce words in the language not understood by their conversation partner. There was also an effect of cognitive control on children’s ability to adjust to the dual-language context. Based on these findings, we suggest that a model of language control in children should consider both linguistic and cognitive factors. However, language ability appears to be the main limiting factor, with cognitive control playing a more restricted role in adapting to a dual-language context.

Beyond the Classroom: Reconsidering the Role of Learner-Centered Teaching using Paulo Freire’s Philosophy of Education

Employing a textual analysis of the concepts of learner-centered teaching (LCT) and Freire’s philosophy, this paper reconsiders the role of LCT beyond the classroom setting by infusing the principles of Paolo Freire’s Philosophy of Education in his Pedagogy of the Oppressed. LCT is a promising pedagogical approach utilized in different educational levels among different academic disciplines. It incorporates psychological principles allowing meaningful learning through different teaching-learning activities. Studies on LCT showed an increase in student motivation to learn, involvement in the learning process, and understanding of content via meaning-making activities formulated specifically to suit the students’ needs. Paolo Freire, a Brazilian philosopher and revolutionary, criticized the traditional educational practices which cause “narration sickness” among learners. Freire argued that a “banking method” of teaching alienates both educators and students as they are being treated as objects instead of human beings in the learning process. As such, Freire proposed a problem-posing method based on a dialogic paradigm between educators and students to liberate them from the alienation of traditional narrative teaching. This dialogic or problem-posing approach incorporates an anthropological, political, and spiritual paradigm shift which ultimately allows educators and learners to attain authentic meaning. https://doi.org/10.26803/ijhss.12.2.4

Towards Scalable Multi-Domain Conversational Agents: The Schema-Guided Dialogue Dataset

Virtual assistants such as Google Assistant, Alexa and Siri provide a conversational interface to a large number of services and APIs spanning multiple domains. Such systems need to support an ever-increasing number of services with possibly overlapping functionality. Furthermore, some of these services have little to no training data available. Existing public datasets for task-oriented dialogue do not sufficiently capture these challenges since they cover few domains and assume a single static ontology per domain. In this work, we introduce the the Schema-Guided Dialogue (SGD) dataset, containing over 16k multi-domain conversations spanning 16 domains. Our dataset exceeds the existing task-oriented dialogue corpora in scale, while also highlighting the challenges associated with building large-scale virtual assistants. It provides a challenging testbed for a number of tasks including language understanding, slot filling, dialogue state tracking and response generation. Along the same lines, we present a schema-guided paradigm for task-oriented dialogue, in which predictions are made over a dynamic set of intents and slots, provided as input, using their natural language descriptions. This allows a single dialogue system to easily support a large number of services and facilitates simple integration of new services without requiring additional training data. Building upon the proposed paradigm, we release a model for dialogue state tracking capable of zero-shot generalization to new APIs, while remaining competitive in the regular setting.

Escrituras de familia: hacia una tradición no patriarcal

La escritura filosófica es un tema de hospitalidad y de familia. Su estilo hegemónico en la filosofía occidental ha sido la tesis y, como afirma Francisco Vidarte, toda tesis implica una prótesis —es decir, un poner por delante a la familia y posicionarse frente a ella—. La escritura implicó todo un reto para el paradigma presencial en la forma de concebir la filosofía. La aceptación de una escritura filosófica ha sido posible mediante su sometimiento a un esquema patriarcal, en el que la condición para portar el apellido de “filosófica” implica una sujeción al mandato de perpetuar la voz del padre. Así, la escritura ha sido una especie de progenie bastarda que sólo funciona como copia y repetición. Es en la filosofía platónica en donde podemos encontrar uno de los primeros montajes de esta escena que une escritura, familia, hospitalidad y amor. Sin embargo, la instauración de un padre vigilante que permitirá una filosofía escrita requerirá de los hijos y de una figura femenina para instaurarse. Es precisamente bajo la aparición de khôra en el propio texto platónico que nos será posible pensar en otras formas de hospitalidad de la escritura —es decir, la posibilidad de que otras voces sean tejidas ahí: escrituras de las mujeres, de las hijas, de aquellos sin familia, de los aún no nacidos o de los nacidos sin padre que están fuera de este esquema filosófico—.

Review

Review for the collective monograph «Difficult Questions of Historical Memory in Paradigm of Culture Dialogue», Borys Grinchenko Kyiv University. Bilostok: Belorussian historical association, 2019. 292 p.

The Manifesto of 1958: a discourse on Confucian Rationalism

With the rapid proliferation of New Confucian studies since the mid 1980s, it has become an unquestioned dogma that one particular event at the beginning of 1958 marks a watershed in the movement’s development. This event is the publication of the Manifesto that Mou Zongsan 牟宗三, Tang Junyi 唐君毅, Xu Fuguan 徐復觀, and Zhang Junmai 张君劢 co-signed and published almost simultaneously in the two journals Minzhu pinglun 民評論 (Democratic Tribune) and Zaisheng 再生(National Renaissance) with the title 为中国文化敬告世界人士宣言─我们对中国学术研究及中国文化与世界文前途之共同认识 (Wei Zhongguo wenhua jinggao shijie renshi xuanyan –women dui Zhongguo xueshu yanjiu ji Zhongguo wenhua yu shijiewen qiantu zhi gongtong renshi; translated in English as A Manifesto on the Reappraisal of Chinese Culture – our Joint Understanding of the Sinological Study relating to World Cultural Outlook1). Scholars have interpreted the document as an emblematic expression of cultural conservatism, in reaction to the intellectual trend of 1920s best represented by the so-called Scienticist School (kexuejia 科学家). Concepts such as cultural identity and cultural conservatism, however, do not account for the philosophical richness articulated in the Manifesto, whose main purpose is to benefit Western intellectuals in ‘aiding them to appreciate Chinese culture’. In order to do so, the authors employ a strategic terminology, which allows them to build a consistent cross-cultural dialogue between Western and Chinese philosophy by means of an unprecedented discourse on Chinese Rationalism (Zhongguo xinxing zhi xue 中国心性之学). Interestingly, the latter is described by the authors as «the essence of Chinese Culture» and, beside its comparative value, it represents the most comprehensive configuration of Confucianism in the context of 20th century. Academic interest in Chinese Studies and Chinese Philosophy should take into account the articulation of Chinese Rationalism in the Manifesto of 1958 as representing a paradigm of post-comparative dialogue that exemplifies the underlying philosophical continuity beyond consistently different traditions of thought.

Emotional education program for adolescents (PREDEMA): evaluation from the perspective of students and effects on socio-affective competences / Programa de educación emocional para adolescentes (PREDEMA): valoración desde la perspectiva de los participantes y sus efectos en las competencias socio-afectivas

The literature reveals multiple benefits of emotional education in adolescents’ development. This study examines the effects perceived by participants in the Emotional Education Programme for Adolescents (PREDEMA), which is based on the ability model of emotional intelligence and assumes a dialogical paradigm geared at meaningful learning. A total of 293 students aged 11 to 15 participated in the programme. A mixed methodology was used to evaluate the intervention, analysing participants’ perceived learning and exploring their subjective experience in depth. The results indicate significant learning in all four emotional competences described by the emotional intelligence model, as well as in related areas. The contribution of the qualitative methodology in combination with quantitative analysis is discussed to explore the effects of emotional education programmes that promote adolescents’ emotional awareness.

The living art of religious education: a paradigm of hermeneutics and dialogue for RE at faith schools today

ABSTRACT In light of ongoing debates about religious education as hermeneutical, this contribution proposes a ‘hermeneutical-communicative’ (HCM) paradigm for RE through the development of a twofold reflection: (a) a critical (re-)evaluation of the theological and anthropological foundations for RE in light of (b) a context marked by religious and philosophical diversity, disaffiliation and ‘areligiosity’. In this way, the HCM approach proposes an identity for RE that lies at the intersection of ‘hermeneutical’ and ‘dialogical’. Drawing upon theologies of interreligious dialogue, this contribution first analyses four paradigms for RE (exclusivism, inclusivism, pluralism, particularism) and then advocates for a hermeneutical-communicative approach characterised by an emphasis on interreligious ‘literacy’, philosophical and religious hospitality and inter-hermeneutical dialogue. Such a paradigm results in a number of implications for practice, including sensitivity to ‘big questions’ in life, engagement with the Gospels and the faith tradition, respect and appreciation for other avenues in the search for meaning and identity, and attention to the personal growth of young people.