Wenwen Li

Kwong-loi Shun offers a Confucian account of reflective equanimity that stems largely from the work of Mencius and Zhu Xi. Although Shun labels it as ‘spiritual’, his account tends toward the naturalistic. In this article, we offer an account of reflective equanimity according to Confucius that takes seriously the spiritual aspect, by tying it to Confucius’ notion of tian. We describe three aspects of tian from the Dialogues of Confucius that are consistent with Shun’s view and, we believe, extend his view, while simultaneously preserving and reconciling the competing ‘personal’ and ‘cosmic’ aspects of Confucius’ view of tian.

Kwong-loi Shun offers a Confucian account of reflective equanimity that stems largely from the work of Mencius and Zhu Xi. Although Shun labels it as ‘spiritual’, his account tends toward the naturalistic. In this article, we offer an account of reflective equanimity according to Confucius that takes seriously the spiritual aspect, by tying it to Confucius’ notion of tian. We describe three aspects of tian from the Dialogues of Confucius that are consistent with Shun’s view and, we believe, extend his view, while simultaneously preserving and reconciling the competing ‘personal’ and ‘cosmic’ aspects of Confucius’ view of tian.

This paper introduces the concept of “Participatory Convergence” as a framework to meet grand social-ecological challenges. Participatory Convergence combines the principles of Convergence Research with Participatory Action Research (PAR), offering a novel approach to tackling complex societal problems. Convergence Research seeks to foster high-level integration between diverse disciplines to address multifaceted issues, emphasizing systems thinking and solutions orientation; however, existing literature falls short in providing practical models for the deep integration of diverse disciplines, community partners, and community members. This paper aims to bridge these gaps by integrating Convergence Research with PAR. We illustrate the application of Participatory Convergence with a case study: the “Action for Water Equity” project, focusing on water challenges faced by communities in U.S. colonias along the U.S.–Mexico border. The Action for Water Equity project is a practical example of how Participatory Convergence can be applied to tackle pressing challenges while embracing diversity, inclusivity, and adaptability. This approach holds the potential to facilitate comprehensive solutions for global challenges and foster meaningful change through interdisciplinary collaboration, community engagement, and a commitment to sustainability and equity.

In the era of eLearning 4.0, many researchers have suggested that multimodal input helps to enhance second language vocabulary learning. However, previous studies on the effects of multimodal teaching have failed to yield definitive conclusions. Furthermore, only few studies on the multimodal input of vocabulary learning have aimed at junior high school students and have focused on explicit vocabulary instruction in class. To explore the effects of multimodal input on English as a foreign language learners’ vocabulary learning and summarize effective methods, this study adopts a mixed-method approach. Based on dual coding theory and cognitive load theory, the teaching materials in this study were designed using the resources provided by the multimodal corpus iWeb and other websites. A total of 60 junior high school students who learned EFL and had a similar English proficiency level were divided into an experimental group and a control group. Target words were selected through questionnaire I. During the experiment, the CG learned from monomodal materials while the EG received multimodal input, and an immediate post-test was delivered to the two groups. Questionnaire II was distributed in the EG, and five students of the EG were randomly selected for an interview. One week later, a delayed post-test was conducted on the EG and CG. The results showed that the EG performed better in the post-test but did worse than the CG in the delayed post-test. The results of the questionnaire and the interview suggest that students held both positive and negative attitudes toward the multimodal input approach in vocabulary learning. The study concludes with some implications for choosing a multimodal input approach in vocabulary learning, along with a number of suggestions on how to optimize its positive influence and minimize its negative effects.