Pub Date : 2022-04-01DOI: 10.1177/09716858221082705
Nadav Gabay, Smadar Weinstein
Is emotional labour a burden or a boon to service providers who have greater workplace spirituality (WS)? We test a moderated mediation model in which emotional exhaustion mediates the conjoint effect of WS and emotional labour on job satisfaction. Linking conservation of resources (COR) theory with the mechanism of ‘value congruence’ in person–environment fit theory, we theorize that spiritual values are a key factor in generating necessary resource gains for deep acting (DA) due to the value fit of these two motivational vectors. As a boundary condition for use of the benefits of DA, WS can bridge the gap between theoretical assumptions concerning the benefits of DA and the lack of empirical evidence that DA mitigates emotional exhaustion. Concurrently, we challenge the perception of WS as universally beneficial to employees’ wellbeing by proposing that WS amplifies the detrimental effects of surface acting because the externalized and inauthentic nature of this type of emotional regulation transgresses basic spiritual values. Our hypotheses find support in a study of 196 Israeli service providers at inbound call centres.
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Pub Date : 2022-03-08DOI: 10.1177/09716858221079005
Sadan Jha
Recent decades have witnessed an unprecedented amount of conflict around visual representations in India. The field of the visual is the new terrain for rumour mongering and for maiming uncomfortable oppositional voices. With the fast-spreading mobile culture, penetrating social media and continued legacy of the pictorial as an embodiment of the real, the visual has taken over both the oral as well as the written words in its usefulness to serve the political. Can we simply comprehend such a visual aggression by taking recourse in the enhanced role of visual media in our everyday life, along the lines of a ‘visual turn’? Is the visual sphere another surface of politics? With these key questions, this article revisits certain contemporary visual events by focusing on words that float in public spaces from streets to television screens. On a broader terrain, with an emphasis on aesthetics, the article relooks at an often-settled equation between the visual and the political on the one hand and the question of the visual as an archive of the contemporary on the other. Following Rancière’s notion of aesthetics as a field of the distribution of the sensible, this article has tried to focus on vernacular words circulating outside the confines of the literature and create a domain of political communication hitherto ignored by scholars.
{"title":"Floating Words and the Aesthetics of the Visual Vernacular: Political Culture in Contemporary India","authors":"Sadan Jha","doi":"10.1177/09716858221079005","DOIUrl":"https://doi.org/10.1177/09716858221079005","url":null,"abstract":"Recent decades have witnessed an unprecedented amount of conflict around visual representations in India. The field of the visual is the new terrain for rumour mongering and for maiming uncomfortable oppositional voices. With the fast-spreading mobile culture, penetrating social media and continued legacy of the pictorial as an embodiment of the real, the visual has taken over both the oral as well as the written words in its usefulness to serve the political. Can we simply comprehend such a visual aggression by taking recourse in the enhanced role of visual media in our everyday life, along the lines of a ‘visual turn’? Is the visual sphere another surface of politics? With these key questions, this article revisits certain contemporary visual events by focusing on words that float in public spaces from streets to television screens. On a broader terrain, with an emphasis on aesthetics, the article relooks at an often-settled equation between the visual and the political on the one hand and the question of the visual as an archive of the contemporary on the other. Following Rancière’s notion of aesthetics as a field of the distribution of the sensible, this article has tried to focus on vernacular words circulating outside the confines of the literature and create a domain of political communication hitherto ignored by scholars.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"143 - 160"},"PeriodicalIF":0.7,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48226444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-17DOI: 10.1177/09716858211064251
K. V. Nayak, Randhir Kumar
This research focus on the barriers and facilitators of accessing primary and secondary education among the tribal girls in the hinterlands of India. Using ethnographic approach, this study provides a narrative of the girls belonging to the Oraon tribe on what enables or prohibits them to successfully complete their education. The findings reveal that the economic hardships of parents, early arranged or love marriages and the absence of role models in the village affect the perceived value and relevance of education. On the other hand, competent teachers, the use of local language, local relevance of syllabus, stable family income and parental support played a crucial role in facilitating the successful completion of the girls’ education. The article applies the theoretical framework of ecological systems theory to better understand the proximal and distal personal and societal factors that determine the dropout rate of the tribal girls in the formal education system.
{"title":"In Pursuit of Education: Why Some Tribal Girls Continue and Others Dropout of Schools in Rural India?","authors":"K. V. Nayak, Randhir Kumar","doi":"10.1177/09716858211064251","DOIUrl":"https://doi.org/10.1177/09716858211064251","url":null,"abstract":"This research focus on the barriers and facilitators of accessing primary and secondary education among the tribal girls in the hinterlands of India. Using ethnographic approach, this study provides a narrative of the girls belonging to the Oraon tribe on what enables or prohibits them to successfully complete their education. The findings reveal that the economic hardships of parents, early arranged or love marriages and the absence of role models in the village affect the perceived value and relevance of education. On the other hand, competent teachers, the use of local language, local relevance of syllabus, stable family income and parental support played a crucial role in facilitating the successful completion of the girls’ education. The article applies the theoretical framework of ecological systems theory to better understand the proximal and distal personal and societal factors that determine the dropout rate of the tribal girls in the formal education system.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"129 - 142"},"PeriodicalIF":0.7,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43034155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-23DOI: 10.1177/09716858211064255
Jacob Blumenfeld
What I will argue here is that the ethical potentiality of the human being that Aristotle cites in the Nicomachean Ethics refers to the general, rational capacity for someone to appropriate and develop their own specific, natural capacities which make them human; the name of this ability is called virtue, which, when expressed in actions, we call good. To separate out the concepts at work here demands an exegesis of the two kinds of dunamis in Metaphysics Theta, that is, dunamis as causal power of change and dunamis as a potential way of being for an existent capacity. Once we grasp this, we can clarify the nature of virtue as the active, complete state of a capacity in human being which defines their function even though it must be acquired, and it need not ever be actualized. The concepts of habit (ethos) and practical judgment (phronesis) give Aristotle the means to solve the problem of how such a potentiality is acquired and how it is actualized, and hence we will end with a discussion of them.
{"title":"The Role of Potentiality in Aristotle’s Ethics","authors":"Jacob Blumenfeld","doi":"10.1177/09716858211064255","DOIUrl":"https://doi.org/10.1177/09716858211064255","url":null,"abstract":"What I will argue here is that the ethical potentiality of the human being that Aristotle cites in the Nicomachean Ethics refers to the general, rational capacity for someone to appropriate and develop their own specific, natural capacities which make them human; the name of this ability is called virtue, which, when expressed in actions, we call good. To separate out the concepts at work here demands an exegesis of the two kinds of dunamis in Metaphysics Theta, that is, dunamis as causal power of change and dunamis as a potential way of being for an existent capacity. Once we grasp this, we can clarify the nature of virtue as the active, complete state of a capacity in human being which defines their function even though it must be acquired, and it need not ever be actualized. The concepts of habit (ethos) and practical judgment (phronesis) give Aristotle the means to solve the problem of how such a potentiality is acquired and how it is actualized, and hence we will end with a discussion of them.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"93 - 102"},"PeriodicalIF":0.7,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45121979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211069596
P. Sarangapani
Schools—their curriculum and pedagogy—assume the middle-class child as the norm, effectively rendering other childhoods and life-worlds as being deficient. Shifting away from this assumption, and acknowledging diversity, is usually understood as requiring an ‘attitudinal’ shift on the part of teachers. Teachers are usually held ‘guilty’ of having negative attitudes towards children of the poor. Explanations for the pedagogy generally then refer to these attitudes, and ‘corrective action’ then attends to an attitudinal change. The idea of ‘multiple childhoods’ is gaining influence in the teacher education curricula as providing an alternative normative framework that can enable teachers to work with, and retain, diversity. Some recent research into the manifestation of ‘difference’ in the primary school classroom indicates that differences are experienced by teachers as learning difficulty issues that need a curricular and pedagogic response. The child’s home culture, home support for schooling and home socialization seem to enter into the pedagogy in more ways than can be addressed by changing the ‘teachers’ attitudes’. ‘Educability’ is a central (folk) concept for teachers who engage with and try to address the learning requirements of children, particularly those from underprivileged backgrounds (and particularly social classes lower than themselves). Four studies on teachers’ experiences of ‘difference’ are drawn upon to engage with and to evolve an understanding of the specific implications of for pedagogy and educational aims.
{"title":"Pedagogy and Diversity: Difference or Deficit","authors":"P. Sarangapani","doi":"10.1177/09716858211069596","DOIUrl":"https://doi.org/10.1177/09716858211069596","url":null,"abstract":"Schools—their curriculum and pedagogy—assume the middle-class child as the norm, effectively rendering other childhoods and life-worlds as being deficient. Shifting away from this assumption, and acknowledging diversity, is usually understood as requiring an ‘attitudinal’ shift on the part of teachers. Teachers are usually held ‘guilty’ of having negative attitudes towards children of the poor. Explanations for the pedagogy generally then refer to these attitudes, and ‘corrective action’ then attends to an attitudinal change. The idea of ‘multiple childhoods’ is gaining influence in the teacher education curricula as providing an alternative normative framework that can enable teachers to work with, and retain, diversity. Some recent research into the manifestation of ‘difference’ in the primary school classroom indicates that differences are experienced by teachers as learning difficulty issues that need a curricular and pedagogic response. The child’s home culture, home support for schooling and home socialization seem to enter into the pedagogy in more ways than can be addressed by changing the ‘teachers’ attitudes’. ‘Educability’ is a central (folk) concept for teachers who engage with and try to address the learning requirements of children, particularly those from underprivileged backgrounds (and particularly social classes lower than themselves). Four studies on teachers’ experiences of ‘difference’ are drawn upon to engage with and to evolve an understanding of the specific implications of for pedagogy and educational aims.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"20 - 28"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45659912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211058773
P. Patil, Sujit Sinha
The children of today inhabit the planet when CO2 levels have exceeded 400 parts per million (ppm). Crucial planetary boundaries are breached, and the climate crisis has manifested itself menacingly along with several accompanying civilizational crises be it health, socio-economic, political or humanitarian. It is, according to us, the crisis of Industrialism. At this crucial juncture of converging planet-scale disasters where the very survival of humanity is at severe risk, we explore fresh insights into alternative imaginations that can foster a new world where we not just survive but flourish. One such alternative imagination of a good society is that by Gandhi. A century ago, he outlined this vision as Swaraj and, over the years, fleshed out this vision. It is for this Swaraj that in 1937, Gandhi, conceptualizing his educational ideas, initiated a programme known as Nai Talim. Swaraj was diametrically opposite to Industrialism. And, therefore, Nai Talim was in sharp contrast to the state-approved school education that promoted Industrialism. In this article, we give a brief outline of Swaraj; highlight the interconnections between Swaraj and Nai Talim; and expand on ways in which one can reimagine Gandhi’s Nai Talim for contemporary times. We also argue that such an imagination of reinvented Nai Talim is possible today in Indigenous communities, where there is a spirited resistance to industrialism. And as an example, we look at the ongoing experiment of the Zapatistas of Chiapas, Mexico.
{"title":"Nai Talim Today: Gandhi’s Critique of Industrialism and An Education for Swaraj","authors":"P. Patil, Sujit Sinha","doi":"10.1177/09716858211058773","DOIUrl":"https://doi.org/10.1177/09716858211058773","url":null,"abstract":"The children of today inhabit the planet when CO2 levels have exceeded 400 parts per million (ppm). Crucial planetary boundaries are breached, and the climate crisis has manifested itself menacingly along with several accompanying civilizational crises be it health, socio-economic, political or humanitarian. It is, according to us, the crisis of Industrialism. At this crucial juncture of converging planet-scale disasters where the very survival of humanity is at severe risk, we explore fresh insights into alternative imaginations that can foster a new world where we not just survive but flourish. One such alternative imagination of a good society is that by Gandhi. A century ago, he outlined this vision as Swaraj and, over the years, fleshed out this vision. It is for this Swaraj that in 1937, Gandhi, conceptualizing his educational ideas, initiated a programme known as Nai Talim. Swaraj was diametrically opposite to Industrialism. And, therefore, Nai Talim was in sharp contrast to the state-approved school education that promoted Industrialism. In this article, we give a brief outline of Swaraj; highlight the interconnections between Swaraj and Nai Talim; and expand on ways in which one can reimagine Gandhi’s Nai Talim for contemporary times. We also argue that such an imagination of reinvented Nai Talim is possible today in Indigenous communities, where there is a spirited resistance to industrialism. And as an example, we look at the ongoing experiment of the Zapatistas of Chiapas, Mexico.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"44 - 56"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43260885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211069595
Asim A. Siddiqui
Michael Reiss and John White, An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. London: Institute of Education Press, 2013. 80 pp., $24.95 (paperback). ISBN: 139780854739981; 10085473998X
Michael Reiss和John White，《基于目标的课程：人类繁荣对学校的意义》。伦敦：教育学院出版社，2013年。80页，24.95美元（平装本）。ISBN:139780854739981；10085473998倍
{"title":"A Critical Appraisal of Aims-Based Curriculum from a Global South Perspective","authors":"Asim A. Siddiqui","doi":"10.1177/09716858211069595","DOIUrl":"https://doi.org/10.1177/09716858211069595","url":null,"abstract":"Michael Reiss and John White, An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. London: Institute of Education Press, 2013. 80 pp., $24.95 (paperback). ISBN: 139780854739981; 10085473998X","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"70 - 78"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47591382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211073545
Vikas Maniar, Manoj Kumar
{"title":"Education and Good Life in Twenty-first Century Global South","authors":"Vikas Maniar, Manoj Kumar","doi":"10.1177/09716858211073545","DOIUrl":"https://doi.org/10.1177/09716858211073545","url":null,"abstract":"","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"7 - 10"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44584797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211058777
T. Endow, B. Mehta
The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.
{"title":"Rethinking Education and Livelihoods in India","authors":"T. Endow, B. Mehta","doi":"10.1177/09716858211058777","DOIUrl":"https://doi.org/10.1177/09716858211058777","url":null,"abstract":"The COVID-19 crisis has revealed a need for rethinking approaches to education and livelihoods. Education in its present dispensation does not provide equitable access to children from marginalized segments of the population. It also suffers from deficits in the areas of social and emotional skills, over-emphasis on the three Rs, language used as a medium of instruction, and excessive competition for scoring marks, among others. There is very low uptake of vocational education. The National Education Policy 2020 tries to address some of these issues and plans on closer integration of vocational education with the school framework. High unemployment rates of educated youth, along with underemployment due to skill mismatch, show poor school-to-work transition and underscore the importance of TVET for youth in the future. Skill already exists in the economy in informal knowledge systems which are largely undocumented and thus not acknowledged in the formal system. These need to be combined with Western-centric knowledge systems so that the imbalance between formally educated/trained workers and informally trained workers is redressed. There is also a need to bring back the joy of learning, as Tagore’s experimentation with education has demonstrated.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"29 - 43"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43864711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01DOI: 10.1177/09716858211058778
Abhijeet Bardapurkar
This work is a study of Aristotle’s Nicomachean Ethics (Book I, II and III) to characterize the good: the good that features in education and good life. Nicomachean Ethics teaches us that human good is neither in thought/theory, nor in action/practice alone, it is neither an exclusively individual prerogative, nor an outright social preserve. And, human good is impossible without education. The practice of education can neither be isolated nor conceptualized apart from the demands of human life. If education is for human well-being—for human good—the good then is not in action alone, but action in accordance with the excellence (or virtue) 1 of the actor. What unifies reason and action, knowing and doing is learning to be an excellent (or virtuous) person—a person who is well-disposed in her affections and action, whose judgements are true, and decisions correct; and whose intellect and character are in harmony with the human nature.
{"title":"What is Good? A Study of Educational Insights in Nicomachean Ethics (Book I, II and III)","authors":"Abhijeet Bardapurkar","doi":"10.1177/09716858211058778","DOIUrl":"https://doi.org/10.1177/09716858211058778","url":null,"abstract":"This work is a study of Aristotle’s Nicomachean Ethics (Book I, II and III) to characterize the good: the good that features in education and good life. Nicomachean Ethics teaches us that human good is neither in thought/theory, nor in action/practice alone, it is neither an exclusively individual prerogative, nor an outright social preserve. And, human good is impossible without education. The practice of education can neither be isolated nor conceptualized apart from the demands of human life. If education is for human well-being—for human good—the good then is not in action alone, but action in accordance with the excellence (or virtue) 1 of the actor. What unifies reason and action, knowing and doing is learning to be an excellent (or virtuous) person—a person who is well-disposed in her affections and action, whose judgements are true, and decisions correct; and whose intellect and character are in harmony with the human nature.","PeriodicalId":44074,"journal":{"name":"Journal of Human Values","volume":"28 1","pages":"11 - 19"},"PeriodicalIF":0.7,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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