J. J. Lee

What is character education? Why has it risen up the political agenda in the UK in recent years? And what does it mean in pedagogical practice? This book addresses these questions, challenging the individualistic and moralistic ideas underlying the clamour amongst politicians, educators and authors to promote ‘grit’, ‘resilience’ and ‘character’ in schools. Closely examining a range of teaching resources, the book shows that the development of character is wrongly presented as the solution to a wide variety of social problems, with individual citizens expected to accommodate themselves to the realities of the contemporary economic context, rather than enhancing their capacities to engage in civic and political activities to bring about changes they wish to see. The book argues that there is a tried and tested alternative to character education, which is far more likely to strengthen British democracy, namely, citizenship education.

Since K. Fine’s influential criticism of modalism, many philosophers have agreed that we cannot understand the concept of essence with that of modality. However, some philosophers have resisted this mainstream position. In this paper, I examine N. Wildman’s claim that, unlike other versions of modalism, his version of modalism, namely Sparse Modalism can save modalism. I will argue first that if we introduce the notion of grounding into this debates, Wildman’s criticisms of other versions are significantly undermined. Next, I will argue that since Sparse Modalism has an implicit commitment to grounding Wildman cannot blame revising other versions modalism with the concept of grounding. From these claims, I will conclude that the prospect of the success of modalism in general is at best dubious. Without the concept of grounding no version of modalism can succeed and with the concept of grounding no version is well motivated.

This study examined changes in the structural relationship among learner-centred classes perceived by Korean junior high school students, attitudes during class and academic achievement. A linear change model was identified as optimal, showing a steady increase over time for each parameter. The higher the initial value for learner-centred classes, the higher both the initial value and rate of change was for attitudes during class and academic achievement. The initial values for attitudes during class also had a significant effect on initial values of academic achievement, suggesting that attitudes are important in increasing academic achievement. The rate of change of both learner-centred classes and attitudes during class significantly influenced the rate of change of academic achievement.

The purpose of this study was to explore the motivational structures of external whistleblowers involved in the decision to blow the whistle by applying MEC theory and the laddering technique. Using both soft and hard laddering methods, data were collected from 37 Korean external whistleblowers. Results revealed that the means-end chain of external whistleblowers was the hierarchical linkage among two concrete attributes, two functional consequences, and one terminal value. The extant whistleblowing literature has either made assumptions about whistleblowers’ motivations when developing models or has drawn indirect inferences from measures of other variables. Our study is the first with an explicit and empirical focus on whistleblowers’ motivations. The findings provide evidence of the motivational structures of external whistleblowers that consist of a set of complex paths linked by multi-layered motivators. This research will be helpful in designing and reviewing whistleblowing programs for organizations, regulatory agencies, and journalists.

Drawing on the themes of men and masculinity, this article examines texts in the corporate social responsibility (CSR) reports of local multinational enterprises (MNEs) in South Korea, an emerging economy. This article explores how Korean male hegemony is hidden and naturalized in CSR reporting. Focusing on the discursive construction of gender identity, we analyze how CSR reports portray gendered identities in ways that may foster gender inequality by examining how the texts reflect the inferior position of women and marginalized male workers in the workplace. We review 15 CSR reports from Korean MNEs as a primary data source for examining corporate policies and disclosure on gender‐equality issues in the workplace. We explore the inherently embedded meaning of CSR reports to evaluate the masculine tone of gender relations in these texts. To deepen our understanding, we retrieved the original text segments, coded them by using a categorical framework and revisited our data to critically examine our interpretation of the narrative structures that we argue reflect and reproduce certain discourses of masculinity, through the (in)visibility of women, the marginalization of women and (part‐time) men, and the silencing of their voices by the Korean male hegemony.

The main purpose of this study was to investigate the impact of perceived HR practices on affective commitment and turnover intention. This study explored which HR practices were relatively more important in predicting affective commitment and turnover intention. A total of 302 employees from the United States and 317 from South Korea completed the same questionnaires for assessing the aforementioned relationships. The results illustrated that among perceived HR practices, internal mobility had the most significant association with turnover intention in both the US and South Korea. While internal mobility was a stronger predictor of affective commitment for the US sample, training was the most important variable for predicting affective commitment in South Korea. The second purpose of the study was to examine whether individuals’ positive affect influences the relationship between perceived HR practices and affective commitment and turnover intention. In the US, positive affect moderated the relationship between perceived HR practices and affective commitment and turnover intention such that the relationships were stronger for individuals reporting high positive affect relative to those reporting low positive affect. However, these relationships were not significant in South Korea. We discuss the implications of these results, study limitations, and practical suggestions for future research.

This study examines the impact of attitude toward piracy on intention to buy pirated CDs using Chinese samples. Attitude toward piracy is measured by a multi-item scale that has been shown to have a consistent factor structure with four distinct components, namely, social cost of piracy, anti-big business attitude, social benefit of dissemination, and ethical belief. Our findings reveal that social benefit of dissemination and anti-big business attitude have a positive relationship with intention to buy pirated CDs while social cost of piracy and ethical belief have a negative relationship. Among these components, ethical belief tends to most strongly predict intention to buy pirated CDs. Demographic variables such as gender and age also help explain the respondents' intention to buy pirated CDs. In addition, those respondents with experience of buying pirated CDs would tend to be more likely to buy pirated CDs than those without such experience. The results are discussed with a view to helping copyright businesses to effectively suppress piracy, and directions for future research are suggested.

This study investigated contributions of pre-service teachers’ endogenous and exogenous instrumentalities, their intrinsic and extrinsic motivations, and their use of self-regulation strategies to explain the extent to which they used strategies to purposefully integrate their knowledge across courses. With a total of 254 pre-service teachers’ survey-responses, results of a hierarchical multiple regression analysis indicated that their endogenous instrumentality of their current coursework, their use of metacognitive strategies and their use of deeper cognitive learning strategies contributed to explaining their use of extensive knowledge integration strategies for completing coursework. Our results suggest that to develop pre-service teachers’ teaching expertise, they may need to have a strong understanding that the current course conte...

This first volume in the Rutgers Series on Self and Social Identity presents a sophisticated and detailed analysis of some of the most fundamental issues facing scholars interested in studying self and identity. Chapters written by a world-class set of social scientists, from the fields of psychology, sociology, and anthropology, represent the diverse issues, perspectives, and controversies inherent in the recent wave of interest in the self, and suggest productive avenues of analysis and empirical research.

How are group-based identities related to intergroup conflict? When and how do ethnic, religious, and national identities lead to oppression, violence, rebellion, war, mass-murder, and genocide? How do intergroup conflicts change people's identities? How might social identity be harnessed in the service of reducing conflict between groups? The chapters in this book present a sophisticated and detailed interdisciplinary analysis of the most topical and fundamental issues involved in understanding identity and conflict.

Heritage was defined as “what we value”, or “what we wish to pass on to future generations”, that is to say, heritage is not only a product of the past but also a valuable process in a culture. Furthermore, the relationship between nature and culture is a defining problem for recent debates over the meanings of heritage after The 1972 UNESCO Convention. There is a centuries-old aesthetic discourse in Western culture that treats natural landscapes as objects of beauty, and this has influenced designations of natural heritage beyond human occupants, with the result that they are often considered desirable to conserve with traditional management practice. The main standard for identifying heritage sites in the Western tradition, particularly Britain, France and Germany during the 19th Century, has formed a tangible perspective which is architectural style and historical significance including different views of power and dominance of particular civilisation. Recently, recognising the significance of garden heritage has brought awareness of the crucial inputs needed to manage still existing garden heritage and to understand what we already have lost. Garden heritage is a vague term, embodying cultural landscape and tangible landscape. Managing garden heritage is a very important issue in passing our heritage to future generations. The main purpose of this study is to fully integrate the principles of management for intangible garden heritage connecting fabric and intangible assets within the Byeolseo garden which is a unique traditional form of the Korean garden. This study is based on the use of complementary research methods to address the relationship between local government perspectives and international ‘best practice’ concerning garden heritage values with their tangible and intangible aspects. How people establish value of garden heritage was main question that drove this study. As the detachment between local communities and their garden heritage site and the vanish of gardener and head gardener, this study aimed to re-connect between them with strategy for understanding garden heritage sites that respects the public perception of garden heritage. The cases of Byeolseo garden shows that people generally understand garden heritage in terms of significances. This study classifies six significances of gardens, but public perception of garden heritage should be formed by complex of these significances rather than individual significance, which is mostly found to be unclear to the public in South Korea. Therefore, this study encourage that the importance of the public appreciation of garden heritage sites depend on understanding their significance.