Can wisdom and psychosocial growth be learned in university courses?     

Monika Ardelt 《Journal of moral education》2020,49(1):30-45

ABSTRACT

This study explored whether three-dimensional wisdom and psychosocial growth, defined as increases in psychological well-being (PWB), spirituality, and death acceptance, can be learned in university courses. Specifically, the study examined whether courses that tried to engage the whole person rather than only the intellect and/or courses that included a service learning component (growth classes) fostered greater wisdom and psychosocial growth than regular sociology or religion courses (control classes). Results of repeated measure MANOVAs showed that, on average, the 165 students who were enrolled in 12 growth classes significantly increased in wisdom, PWB, spirituality, and death acceptance between the beginning and the end of the semester, whereas the 153 students who attended eight control classes significantly decreased in wisdom and did not change significantly in PWB, spirituality, and death acceptance. It appears that it is indeed possible to learn wisdom and psychosocial growth in university courses.  相似文献   

Knowledge Cultures and the Shaping of Work-based Learning: The Case of Computer Engineering   总被引：1，自引：0，他引：1  

Monika Nerland 《Vocations and Learning》2008,1(1):49-69

This paper examines how the knowledge culture of computer engineering – that is, the ways in which knowledge is produced, distributed, accumulated and collectively approached within this profession – serve to construct work-based learning in specific ways. Typically, the epistemic infrastructures take the form of information structures with a global outreach that both hinge on and generate standardization and codification. At the same time, computer engineering implies extensive engagements with technological objects that are open-ended and in constant transformation, such as systems, programs and codes. The professional domain is thus characterised by a richness of what may be termed ‘epistemic objects’, that is, objects marked by their unfolding and question-generating qualities. The paper reveals how these features involve engineers in multiple and coexisting dynamics of objectual practice that provide and constitute opportunities for learning. The paper concludes by discussing some implications of this knowledge culture for individuals and communities alike.

Monika NerlandEmail:

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Monika Nerland   is currently Postdoctoral Research Fellow at the Institute for Educational Research, University of Oslo, Norway, working on the research project ‘Professional learning in a changing society’. Her research interests relate to institutional practices in professional education and work, with a particular interest in the relationship of knowledge to learning and identity formation. She can be contacted at monika.nerland@ped.uio.no.  相似文献   

The Influence of Adult and Peer Role Models on Children’ and Adolescents’ Sharing Decisions          下载免费PDF全文

Azzurra Ruggeri  Shenghua Luan  Monika Keller  Michaela Gummerum 《Child development》2018,89(5):1589-1598

This study explores how the age (adult vs. peer) and the suggestion (to be fair vs. unfair) of models affect the sharing decisions of 9‐ and 12‐year‐olds (N = 365) from Italy and Singapore. Results demonstrate a developmental shift in the influence of models on children's and adolescents’ sharing decisions in both cultures: Children's decisions were more affected by an adult model's suggestion than by that of a peer model, whereas the opposite was true for adolescents. Regardless of the models’ influence, participants considered equal sharing to be the fair choice and reported being happier when their sharing decisions were generous. Our results highlight the crucial importance of social and developmental factors for the promotion of fairness judgments and emotions.  相似文献   

Queequeg's Coffin: Indigenous Literacies and Early American Literature. Birgit Brander Rasmussen. Durham: Duke University Press, 2012.     

Monika Siebert 《Journal of American culture (Malden, Mass. : 2003)》2013,36(2):150-151

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