Suchergebnisse

It is widely acknowledged that parental influence is crucial for the overall development of a child. The key to shaping a child's personality and behavior is understanding the individual differences in the relationship between a child and his or her parents. The present study was conducted on young adults belonging to military and civilian families between the ages 17-23. The purpose of this study was to determine the relationship between the three variables, i.e. Parental Acceptance- Rejection (PAR), Rejection sensitivity and Empathy and to analyze the effect of the dimensions of Parental Acceptance-Rejection in the levels of Rejection sensitivity and Empathy respectively among the sample of young adults belonging to military and civilian families. The difference between the dimensions of PAR in father and mother was also studied along with the difference in the levels of the dimensions of Parental Acceptance- Rejection (PAR), Rejection sensitivity and Empathy. The results of the present study showed a correlation between the three variables i.e. the dimensions of Parental Acceptance-Rejection (PAR), Rejection sensitivity and Empathy. It also showed a significant difference among the young adults belonging to military and civilian families in the levels of the dimensions of Parental Acceptance-Rejection, Rejection sensitivity and Empathy.

AbstractThis paper analyzes the symbolism of George Kennan's famous "X" article relative to the challenges of contemporary post-socialist and post-conflict transitions. It unpacks recent developments in the field of contemporary political discourse, discussing the critical application of practices such as thinking with your heart, parrhesis, and pathos, as well as Kennan's suggestion of the significance of uncertainty and reflection for global relations. The central question is: What would Kennan write in an X Article to the societies and states in transition? While various definitions of the term "parrhesis" exist, this paper employs both the definition suggested by Michel Foucault who understood it as "fearless speech" and Eric Voegelin who closely follows Plato's meaning linking it with "heart", i.e. vision of the spiritual, an existential (dis)order of representatives of a society.

This study tested the hypothesis that it is easier to take the perspective of another person when one has similar past experience. Volunteer participants (N = 154) were asked to take the perspective of a protagonist in one of four problematic interpersonal situations and then to rate the ease with which they felt able to perspective take and the extent of their personal past experience of similar situations. Similar past experience predicted ease of perspective taking, with the relationship influenced by reflection on past experience. Ease of perspective taking mediated the relationship between similar past experience and participant perceptions of their accuracy in understanding the other person, but ease was not associated with emotional arousal. The findings have potential therapeutic applications for attempts to increase empathy and understanding in people for whom perspective taking may be difficult.

ABSTRACT: Different value systems, coupled with diverging communication styles and behaviours can build up into stern instances of miscommunication and conflict among cultural groups, both within and across societies. In this spirit, my paper probes the following question: How can learners of intercultural studies attain the flair to understand the dynamics of intercultural contact and the practical skills to successfully engage with cultural diversity? This is tested against the postulation which states that learners of intercultural studies can scarcely generate a trans-cultural competence in an eight-week lecture series. With this in mind and through the intercultural studies lecture series, my main objective is to call attention to the significance of cultivating empathy which becomes pivotal in the intercultural perception enacted by and cultivated in the Master 1 (Sociolinguistics and Gender Studies) inter-culturality classroom. The research tool employed in the present study is: An eight week structured observation describing the intercultural studies lecture series in action. This includes the distribution of 4 assignments to students which aims at gauging the development of their intercultural sensitiveness all along the eight week lecture series in the light of their classroom interactions. Issues relating to colonialism, religion, gender, racism, prejudice, interdependence and many more are also closely summoned up in the wake of such interactions. The strategy implemented throughout the course elaborates chiefly on Sitaram and Cogdell's Value Classification Chart (1976) which contrasts mainstream values at work in different cultural environments, and the Worldwork's Framework of International Competencies (2010) which propounds manoeuvres for trans-cultural sensitivity.

Scholars have long pointed to the power of music as a primary source in instruction for bringing past actors into sharper view and engender deeper connections with the past. By employing Dimitri Shostakovich's 7th Symphony, composed amidst the Nazi siege of Leningrad during the Second World War, we sought to explore, more precisely, the nature of how music, as a primary source, enhances the study of history among students. Through the formulation, execution, and assessment of a two-day lesson with students in five secondary history classes, three of which listened to the symphony and two of which did not, we found that the incorporation of the symphony resulted in students' enhanced empathetic understanding of the past. Implications include details regarding profound opportunities for, as well as challenges to, cultivating historical empathy through the use of music as a primary source.

This study investigates how students' national identity affects their historical understanding by mediating their use of affective historical empathy. The research focuses on the case of "comfort women" (women forced into sexual slavery for Japanese soldiers during WWII) in South Korea—a topic in which a strong nationalist narrative dominates social and educational discourses. I conducted semi-structured, task-based group interviews with 16 high school students in South Korea. In interviews, students' national identity mediated how they utilized four types of affective historical empathy: Students as ethnic Koreans cared more about "our" Korean comfort women over others; cared that Korean comfort women and others suffered from what "we" and "they" did as nations; cared for those women's voices from a humanitarian perspective beyond their ethnic and national boundaries; and cared to make social changes for those women and themselves as future citizens of their democratic nation. These findings help us understand how students' emotional attachment to "our" nation and its members can mediate their historical understanding through affective historical empathy as well as how affective historical empathy can motivate students to move beyond purely nationalistic concerns. This case study also stimulates reflection on historical empathy's implications for students' democratic civic participation.