Suchergebnisse

Looks at the part that mobile phones play in young people's lives. Emphasises that mobile phones are not just landline substitutes but are personal extensions, identity statements and fashion statements; paradoxically, the control they give to their owners to communicate when and where they choose makes mobile phones an instrument for privacy as well as independence. Describes a UK‐based research project, part of the Nestle Social Research Programme, on how mobile phones are used and whether there are age and sex differences. Concludes that mobile phones are indeed thought essential by young people, with texting prominent in their social interactions with both peers and parents; males tended to use mobile talk more than females, who used landlines more, and landlines tended to be used for "difficult" conversations; older people tended to use computer‐based email more than younger people, who appreciate the immediacy and other benefits of the mobile phone.

Discussions of citizenship and citizenship education have been conducted largely within the worldview of stable, Western societies and have been based on psychological models that emphasize individual cognition. The concepts of citizenship that evolved in this context have become taken for granted. But during the past decade, different concepts of citizenship have arisen from emergent democracies, from societies in transition, from the dissolution of the left‐right spectrum in Western society, and from a changing perspective in psychological theory that attends to language and to social and cultural context. These developments have implications for defining the goals of citizenship education and for formulating educational programs, particularly in relation to identity, positioning, narratives, and efficacy.

Der Aufsatz geht dem Zusammenhang nach zwischen den Erklärungen, die Leute zur Stützung ihrer Moralurteile abgeben, und deren Erklärungen für soziale Zielvorstellungen, gesellschaftliche Ordnung sowie Bereiche der Politik. Unter Hinzuziehung und Diskussion von Daten empirischer Untersuchung wird die These erläutert, daß das Urteilen, das von Vertretern der kognitivistischen Entwicklungstheorie als "moralisch" klassifiziert wird, tatsächlich eine Nebenfolge des sozialen Urteilens ist. Nach dieser These ist das Individuum imstande, moralische Urteile abzugeben, weil es über eine implizite soziale Theorie verfügt. Seine implizite Sozialtheorie reflektiert die Weise, in der es sich seine unmittelbare soziale Welt, die weiteren Bereiche der Beziehungen zwischen Personen und Gruppen sowie sein Verständnis des sozialen Systems aufbaut. (UH2)