This study applies the situational theory of publics （STP） to a health crisis by exploring the effect of anger on public behavior. The results of a survey administered on the case of the candlelight rallies on the U...This study applies the situational theory of publics （STP） to a health crisis by exploring the effect of anger on public behavior. The results of a survey administered on the case of the candlelight rallies on the U.S. beef imports in South Korea in 2008 demonstrated that involvement, problem recognition, and constraint recognition predicted communication behaviors as well as various issue-related online and offline behaviors. In addition, anger was found to be a significant driving force for publics to perform the behaviors. The segmented publics showed significantly different levels of anger, information processing and seeking, online behaviors, and participation in the candlelight rallies展开更多
“Key competence”has become a hot vocabulary in educational reform in recent years.However,the essential connotation and specific generation mechanism of“competence”as its basic concept are still far from clear,and...“Key competence”has become a hot vocabulary in educational reform in recent years.However,the essential connotation and specific generation mechanism of“competence”as its basic concept are still far from clear,and often controversial due to vague expressions.The rise of the concept of“key competence”undoubtedly originated in the West,but in the context of Chinese,its meaning has changed significantly.By analyzing the origin and evolution of the concept of“competence”in the Western social context and the concept from“quality”to“competence”in the Chinese social context,we can deeply understand the essence of the concept of“competence”and further clarify the specific generation mechanism of“competence”and its relationship with education.Analyzing the formation of competence based on situational learning theory emphasizes the occurrence of competence through participation in situational activities,the development of learning courses and identity consultation,which can provide some inspiration for the formation of competence.展开更多
When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to...When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.展开更多
文摘This study applies the situational theory of publics （STP） to a health crisis by exploring the effect of anger on public behavior. The results of a survey administered on the case of the candlelight rallies on the U.S. beef imports in South Korea in 2008 demonstrated that involvement, problem recognition, and constraint recognition predicted communication behaviors as well as various issue-related online and offline behaviors. In addition, anger was found to be a significant driving force for publics to perform the behaviors. The segmented publics showed significantly different levels of anger, information processing and seeking, online behaviors, and participation in the candlelight rallies
文摘“Key competence”has become a hot vocabulary in educational reform in recent years.However,the essential connotation and specific generation mechanism of“competence”as its basic concept are still far from clear,and often controversial due to vague expressions.The rise of the concept of“key competence”undoubtedly originated in the West,but in the context of Chinese,its meaning has changed significantly.By analyzing the origin and evolution of the concept of“competence”in the Western social context and the concept from“quality”to“competence”in the Chinese social context,we can deeply understand the essence of the concept of“competence”and further clarify the specific generation mechanism of“competence”and its relationship with education.Analyzing the formation of competence based on situational learning theory emphasizes the occurrence of competence through participation in situational activities,the development of learning courses and identity consultation,which can provide some inspiration for the formation of competence.
文摘When educationalists are asked to define their own academic discipline of Education Studies, they often struggle to reach a common understanding. From an epistemological point of view, this indeterminacy leads back to the complex considerations involved in establishing a basic concept of education. In this article, the author explores in a preliminary fashion the possibility of identifying the essence of education in its performativity as an occurrence in context that always precedes and supersedes our theoretical considerations of it. Education is not to be understood primarily as something conceptual （theory） but rather in terms of its significance as a situational event （reality）. Educational reality thus informs educational theory and this relationship implies a knowledge-ethical surplus of the former as an inexhaustible source for the latter.
