Mindful reflexivity: Unpacking the process of transformative learning in mindfulness and discernment

Can spiritual practice encourage transformative learning? In this article, we unpack how spiritual practices from the Buddhist tradition—mindfulness—and the Quaker tradition—discernment—encourage the attainment of moral reflexivity and the capacity to transform self in individual and relational organizational contexts, respectively. We also show how moral reflexivity and self-transformation are mutually reinforcing and promote a transformational cycle of management learning. We propose that “mindful reflexivity”, a foundational model of spiritually informed moral reflexivity, can contribute to new ways of management learning through its context sensitivity and ethical orientation to foster the kinds of reflexivity needed for responsible management. Our article concludes with implications for management learning theory and practice, and we offer pathways for future research

The Supreme Court and the American Civil Liberties Union\u27s Colorblind Protection of Cross Burning in First Amendment Jurisprudence Legitimates White Supremacy

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Deaf-blind children and rhythm development: suggestions for a beginning program.

Thesis (Ed.M.)--Boston Universit

Inconsistent use of gesture space during abstract pointing impairs language comprehension

Pointing toward concrete objects is a well-known and efficient communicative strategy. Much less is known about the communicative effectiveness of abstract pointing where the pointing gestures are directed to “empty space.” McNeill's (2003) observations suggest that abstract pointing can be used to establish referents in gesture space, without the referents being physically present. Recently, however, it has been shown that abstract pointing typically provides redundant information to the uttered speech thereby suggesting a very limited communicative value (So et al., 2009). In a first approach to tackle this issue we were interested to know whether perceivers are sensitive at all to this gesture cue or whether it is completely discarded as irrelevant add-on information. Sensitivity to for instance a gesture-speech mismatch would suggest a potential communicative function of abstract pointing. Therefore, we devised a mismatch paradigm in which participants watched a video where a female was interviewed on various topics. During her responses, she established two concepts in space using abstract pointing (e.g., pointing to the left when saying Donald, and pointing to the right when saying Mickey). In the last response to each topic, the pointing gesture accompanying a target word (e.g., Donald) was either consistent or inconsistent with the previously established location. Event related brain potentials showed an increased N400 and P600 when gesture and speech referred to different referents, indicating that inconsistent use of gesture space impairs language comprehension. Abstract pointing was found to influence comprehension even though gesture was not crucial to understanding the sentences or conducting the experimental task. These data suggest that a referent was retrieved via abstract pointing and that abstract pointing can potentially be used for referent indication in a discourse. We conclude that abstract pointing has a potential communicative function

Illocutionary Force in the Novel Darkest Hour by Cleo Virginia Andrews

One aim of this article is to show through concrete examples about how Illocutionary Force used in Novel Darkest Hour By Cleo Virginia Andrews. The research are to describe the six types of illocutionary force in Cleo Virginia Andrews\u27s Darkest Hour to derive the most dominant type of illocutionary force, to explain the meaning of illocutionary force and to analyze the implication of that dominant the six types of illocutionary force to the novel itself. This study applied descriptive qualitative method. They were taken randomly and found 108 the types of illocutionary force; Asserting (21,29 %), Promising (13,89 %), Excomunicating ( 12,04%), Exclaiming in pain (15,74 %), Inquiring (11,11 %), and Ordering (25,92%) occurs in the novel. It was found that the most dominant type of illocutionary force that is used in Cleo Virginia Andrews\u27s Darkest Hour is Ordering for expressing what the speaker wants (25,92%). This implies that the Ordering for expressing what the speaker wants play a great role in the novel. It means that wishes as expression of speaker\u27s desire or wants in order to expect it becomes a reality can be characteristic of the novel in case of applying order to express of Illocutionary Force within utterances

The UN Secretary-General's High Level Panel: Biolobical Weapons Related Issues

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Is Discussion an Exchange of Ideas? On Education, Money, and Speech

How do we learn the link between speech and money? What is the process of formation that legitimates the logic whereby speech is equivalent to money? What are the experiences, events, and subjectivities that render the connection between currency and speaking/listening intuitive? As educators and researchers, what do we do and say to shore up this connection, and—as we may be inclined—are there things we can do or say to loosen it? Educational discourse theory, specifically examining classroom discussion, is one of the most prominent arenas of educational research where the equivalence between money and speech is active. While it may seem tautological to say that “discussion is an exchange of ideas,” it is not trivial to do so. Definitions of discussion in both reference and academic texts use the word “exchange” for discussion like Kant would use the word “unmarried” to define a bachelor. Yet the exchange case carries connotations and denotations that the bachelor case does not. There is more to say about it. Take this one small case—whether discussion is an exchange of ideas—as a part of the more general inquiry about education and money/speech. Discussions happen throughout classrooms and other educational contexts in society, and the phrase most likely passes person-to-person in such a way as to make it obvious that what is happening in the discussion is an exchange, perhaps making it equally obvious that money and speech are equivalent. In other words, the claim in this article is that continually referring to discussion as an exchange of ideas teaches that speech and money are equivalent, a proposition that has serious political consequences. It is not obviously the case that discussion is an exchange of ideas, as I will show, and demonstrating this with a careful philosophical comb can go some distance towards showing (and therefore teaching) that money is not equivalent to speech