Regret: A Vital Structure of Critical Engagement in Moral Education

2019 ◽  
Vol 19 (1) ◽  
pp. 1-16
Author(s):  
Alexander Keller Hirsch ◽  
Keyword(s):  
College Students ◽  
Moral Education ◽  
Moral Imagination ◽  
Counterfactual Thinking ◽  
Moral Life ◽  
Self Awareness ◽  
Self Reflection ◽  
Critical Engagement ◽  
Moral Learning ◽  
Vital Structure

I argue that helping college students to hone their faculty for regret is key to at least three interrelated functions of critical engagement in moral education: 1) empathic unsettlement; 2) counterfactual thinking; and 3) anagnorisis, Aristotle’s term for a tragic and too-late turn in self-awareness. All three functions support an attitude of humility and self-reflection germane to rigorous moral reflection. Though it can be difficult to confront and assume, I argue that claiming regret can help students to catalyze thinking, curiosity, and responsiveness in ways that bear under-explored potential in moral learning. In what follows, I defend regret as a vital structure of moral life, and give several examples of how regret might work to advance moral imagination in the classroom.

Vygotsky, Heidegger, and Gadamer on Moral Development

2015 ◽  
pp. 323-336
Author(s):  
Leena Kakkori ◽  
Rauno Huttunen
Keyword(s):  
Moral Development ◽  
Moral Imagination ◽  
Zone Of Proximal Development ◽  
Point Of View ◽  
The Self ◽  
Proximal Development ◽  
Self Reflection ◽  
Moral Voice ◽  
Moral Learning ◽  
Moral Choices

The authors present a Heideggerian-Gadamerian interpretation of Vygotsky from the point of view of moral learning. In doing so, they introduce a new concept called Hermeneutic Zone of Proximal Development (HZPD). They also connect HZPD to the self-education of one's moral voice and lifelong moral learning. Adult self-education includes activities like reappraisal of moral choices, improving moral imagination, especially concerning fellow feeling, and dissimulating unproductive moral feelings in order to convert them into productive moral feelings. The purpose of critical self-reflection of one's moral voice is to transform “everyday morality” into “deliberative morality.”

scholarly journals First-Year College Student Life Experiences during COVID-19 in South Korea

2021 ◽  
Vol 18 (18) ◽  
pp. 9895
Author(s):  
Mikyung Jun ◽  
Songyi Lee ◽  
Taeeun Shim
Keyword(s):  
College Students ◽  
South Korea ◽  
Life Experiences ◽  
First Year ◽  
Self Awareness ◽  
First Year Students ◽  
Self Reflection ◽  
First Year College ◽  
First Year College Students ◽  
Using Data

The purpose of this study is to examine the first-year students’ experience in college during the COVID-19 pandemic to provide a better understanding of their daily life. Using inductive content analysis, this study examined the characteristics and experiences of students who started college during the COVID-19 period in South Korea. We analyzed 623 pieces of content, using data presented by a total of 81 study subjects. From this analysis, we derived 22 primary keywords, which we divided into eight categories, and then reclassified into three general topics: self-awareness (i.e., self-reflection), activities (i.e., engagement in activities), and resources (i.e., creating relationships or producing results). The results showed that, although first-year college students experienced difficulties in adapting to the COVID-19 situation, they tried to cope with them. Our findings shed light on the experiences of college students who experienced psychological problems during the COVID-19 pandemic and overcame related challenges.

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

scholarly journals On the mental toughness of self-aware athletes: Evidence from competitive tennis players

2017 ◽  
Vol Volume 113 (Number 1/2) ◽  
Author(s):  
Richard G. Cowden ◽  
◽  
Keyword(s):  
South African ◽  
Multivariate Regression ◽  
Research Evidence ◽  
The Self ◽  
Mental Toughness ◽  
Self Awareness ◽  
Regression Analyses ◽  
Tennis Players ◽  
Self Reflection ◽  
The Relationship

Abstract This study examined the relationship between mental toughness (MT) and self-awareness in a sample of 175 male and 158 female South African tennis athletes (mean age = 29.09 years, s.d. = 14.00). The participants completed the Sport Mental Toughness Questionnaire and the Self-Reflection and Insight Scale to assess MT (confidence, constancy, control) and self-awareness (self-reflection and self-insight) dimensions, respectively. Linear regression indicated that self-insight (β=0.49), but not self-reflection (β=0.02), predicted global MT. Multivariate regression analyses were significant for self-reflection (ηp²=0.11) and self-insight (ηp²=0.24). Self-reflection predicted confidence and constancy (ηp²=0.05 and 0.06, respectively), whereas self-insight predicted all three MT subcomponents (ηp²=0.12 to 0.14). The findings extend prior qualitative research evidence supporting the relevance of self-awareness to the MT of competitive tennis athletes, with self-reflection and insight forming prospective routes through which athletes’ MT may be developed.

scholarly journals Self-reflectivity: a moment of professionalization in psychotherapy training

2018 ◽  
Vol 21 (3) ◽  
Author(s):  
Margarete Finger-Ossinger ◽  
Henriette Löffler-Stastka
Keyword(s):  
Thematic Analysis ◽  
European Association ◽  
Psychotherapy Training ◽  
Self Awareness ◽  
Clear Indication ◽  
Learning Program ◽  
Data Set ◽  
Self Reflection ◽  
The Past ◽  
Essential Prerequisite

The required basic skills of European psychotherapists were published by the European Association of Psychotherapy in 2013. One of these abilities is self-reflection. To mentalize oneself, to reflect on what circumstances and experiences in the past and present have led to the present desires, thoughts and convictions is an essential prerequisite for professional work in the psychosocial field. With the help of the thematic analysis a data set of 41 self-reflection reports of students is analysed at the end of the training. Since the training should be evaluated and if necessary optimized, it should be examined which elements of the online preparation course make the selfreflection ability visible. The analysis of the students’ texts gives a clear indication of existing self-reflection skills. It was surprising that for some students, besides the great importance of self-awareness lessons, affective integration into the blended learning program was an essential impulse for self-reflection.

Enhancing instructional leadership through collaborative coaching: a multi-case study

2017 ◽  
Vol 6 (1) ◽  
pp. 34-49 ◽  
Author(s):  
Gary W. Houchens ◽  
Tom A. Stewart ◽  
Sara Jennings
Keyword(s):  
Instructional Leadership ◽  
Peer Coaching ◽  
School Principals ◽  
Professional Community ◽  
Research Literature ◽  
Self Awareness ◽  
Group Setting ◽  
Content Type ◽  
Self Reflection ◽  
Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

scholarly journals On the New Path of College English Teaching under the Background of "Curriculum Ideology and Politics"

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Fang Wei
Keyword(s):  
College Students ◽  
Moral Education ◽  
Research Direction ◽  
College English ◽  
English Teaching ◽  
Healthy Development ◽  
Theoretical Support ◽  
Political Concept ◽  
Political Views

Under the guidance of the fundamental task of moral education, the ideological and political concept of curriculum has become an important theoretical support for the implementation of teaching activities in higher education. In the teaching process of various majors and disciplines, teachers should not only comprehensively improve students' professional knowledge and skills, but also comprehensively infiltrate ideological and political education to guide students to establish correct values, political views and moral views, So as to comprehensively promote the healthy development of College Students' ideology. Taking college English teaching as the research direction, this paper explores the path and strategy of College English Teaching Reform under the ideological and political theory of curriculum, so as to provide necessary help for improving the quality of College English teaching and enhancing the comprehensive quality of college students.

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