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The purpose of the article is to contribute to the discussion about the relevance of existential issues in contemporary education. The analyses presented in the paper are related to the problems of self-reflection, self-questioning and the process of spiritual and moral development of human beings. Firstly, the author begins by depicting the meaning of human existence in the light of philosophy. What is at issue here is a question of being oneself, recognizing personal truth and finding one's own voice as opposed to being inauthentic or fleeing from oneself. Special attention is paid to the language as an essential, constitutive element of being. Secondly, the article attempts to consider some educational implications resulting from the deep ontological relationship between human beings and language. Describing them, the author indicates that ignoring vital questions in language education contributes to spiritual vacuity in the lives of young people and reduces educational thinking merely to instrumental, pragmatic problems concerned with qualification and transfer of communicative skills. [ABSTRACT FROM AUTHOR]

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students' acquisition of self-questioning will also be provided. [ABSTRACT FROM AUTHOR]

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This study examines the effects of self-questioning on EFL students’ literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students’ reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students’ reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students’ reading engagement. [ABSTRACT FROM AUTHOR]

BACKGROUND The aims of this paper are: 1) to present the My Skin questionnaire, 2) to report the preliminary results of a study on the emotional-cognitive skin representation, and 3) to encourage dermatologists and other specialists to use the My Skin questionnaire in their research. The inspiration for a new tool measuring the emotional and cognitive representation of skin was the psychological conception of the 'skin ego'. PARTICIPANTS AND PROCEDURE My Skin, a self-questionnaire (MSQ), was used to measure the emotional and cognitive representation of an individual's skin. It consists of two main scales: satisfaction with the skin condition (AB) and awareness of the biopsychosocial functions of the skin (C). The Body Esteem Scale, Body Self Questionnaire and Self-Esteem Scale were used to validate the MSQ. The participants were: healthy individuals (n = 343) and dermatology patients (psoriasis, vitiligo, juvenile acne, n = 84). RESULTS The psychometric parameters are presented in this article. The internal consistency reliabilities for subscales are in the range of .75 and .95. This article also presents preliminary basic statistics for the skin representation of dermatology patients and healthy people. CONCLUSIONS My Skin questionnaire is a valid tool for assessing cognitive and emotional representation of skin and may be used in psychodermatology and esthetic dermatology to assess satisfaction with and awareness of skin. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the impact of intuition on strategic decisions in the context of hospitals. A sample of 412 doctors, having their own hospitals/nursing homes practicing in Uttarakhand, India, was taken using random sampling technique. The results indicated that there was a significant impact of intuition on strategic decisions. Faith in intuition, emotional awareness, and knowledge-based experience were found to have significant impact on strategic decisions while following stability strategy. Curiosity, emotional awareness, self-questioning, knowledge-based experience were found to have significant impact on adopting expansion strategy. Curiosity, emotional awareness, inadequate information were found to have significant impact on implementing retrenchment strategy. The study also found that curiosity, faith in intuition, emotional awareness, self-questioning, inadequate information and knowledge-based experience contributed significantly for entrepreneurial strategic decision. [ABSTRACT FROM AUTHOR]

Reflective self-questioning arises within the workplace when people are confronted with professional problems and situations. This paper focuses on reflective and 'situated reflective' questions in terms of self-questioning and professional workplace problem solving. In our view, the situational context, entailed by the setting, social and personal/individual perspectives, is interactional. The supporting empirical data is drawn from our work with two groups in their tertiary phase of education: professional trainers within a large corporate organisation and para-professionals within a large college system; each embraces phenomenological principles. The discussions of situated reflective practice (SRP) entail those circumstances where change is visited upon the individual by forces outside their immediate control. The positive sense of SRP is that it can prepare an individual for anticipated change, and is therefore considered a method of change management. The situation acts as a catalyst for the thought. [ABSTRACT FROM AUTHOR]

In this essay Nicholas C. Burbules reviews his experiences and the lessons he learned as editor of Educational Theory for more than twenty years, and he explores some of the normative choices that are inevitably made by any editor in carrying out his or her role. Burbules examines the relationship of a journal to its intellectual field; the review process; communications and interactions with authors; the process of editing and revising manuscripts; questions of representativeness in a theoretically pluralistic field; the business of journal publishing; and the dilemmas that confront an editor in terms of his or her own position and identity within a field. In all of these reflections, he examines the ethical and political background of the choices made, and how these in turn reveal deeper assumptions about the nature and purpose of academic publishing. The result is to 'lift up the curtain' and reveal how one philosophically reflective and self-questioning editor handled his responsibilities. [ABSTRACT FROM AUTHOR]

The principles advocated in the widely acclaimed keynote texts on reflection have nominally been followed for over 30 years in educational programmes and schemes for professional development. This article was prompted by the impression that practice and theorising reported in publications about journal writing does not consistently endorse the advice in the seminal literature, and is potentially confusing for those who seek advice and direction. In particular, some writers tolerate or encourage narrative reporting without significant reflection thereon; many articles only feature aspects of the reflective cycle, and metacognitive forward planning that aims to validate the emerging generalisation is often neglected. Noteworthy matters are identified for attention and suggestions made for an approach that today’s journal writers and their mentors may find useful to employ, in order to better focus reflections and validate their generalisations. [ABSTRACT FROM PUBLISHER]

The tensions between past and present, self and other, life and death, and the topics as confusion, self-doubt, and self-questioning in an unstable and infinitely changeable state of insights fill the works of contemporary American dramatists by means of story-telling. . Story-telling as dramatic narrative can specifically be seen in the dramas of both August Wilson and David Rabe. Their plays include contemporary forms of story-telling in order to reveal fractured and fragmented characters and their subjectivity. Rabe employs stories, especially in his famous Vietnam trilogy; meanwhile storytelling as part of the oral narrative experiences of African-Americans is the central prominence to the development of August Wilson's plays. This study attempts to reflect the function of story-telling in the selected dramas of the authors under discussion, and to analyze how the characters reveal themselves and their subjectivity in stories. [ABSTRACT FROM AUTHOR]

Archives are facing many challenges as information overload and increasing societal diversity. These two trends ask for decided measures, one in terms of selection and the other in terms of expanded information preservation to document all societal groups appropriately. These opposing trends force archivists to rethink permanently their appraisal politics and their functional orientation. Basic archival functions have to be aligned on one hand with services for an organisation related to democratic standards as accountability and transparency and on the other hand with a memory politics aiming at an extensive documentation of the enormous societal diversity by preserving the (cultural) patrimony of all groups to facilitate their identity-building. By looking back in our institutional history and comparing the Swiss and the Canadian approach in appraisal as well as the larger political context of documenting, we aim to show that a clear functional orientation, a transparent and participatory process of selection, a cooperative approach in fulfilling existing challenges and duties as well as a sound understanding of our institutional past help to make the necessary choices. It is important to stress, firstly, that archives as multifunctional institutions serve the principles of democracy and support the rule of law, and secondly, that by selecting documents for preservation and by reducing the mass of information, we nonetheless will preserve an abundant documentary heritage, which will not only serve to stabilize societal (or communitarian) identity but it will still serve as a reservoir feeding essential scepticism as an engine for progress. [ABSTRACT FROM AUTHOR]

This study investigated the inner experiences of adults learning to become educational researchers. Through narrative analysis of doctoral students’ tales of memorable early encounters in conducting research, insight was gained into the self-questioning tension, conflict, and drama often experienced. A discussion about how to utilize students’ reflective writings to provide appropriate developmental support in doctoral programmes is provided. [ABSTRACT FROM PUBLISHER]

Free-form spoken input would be the easiest and most natural way for young children to communicate to an intelligent tutoring system. However, achieving such a capability poses a challenge both to instruction design and to automatic speech recognition. To address the difficulties of accepting such input, we adopt the framework of predictable response training, which aims at simultaneously achieving linguistic predictability and educational utility. We design instruction in this framework to teach children the reading comprehension strategy of self-questioning. To filter out some misrecognized speech, we combine acoustic confidence with language modeling techniques that exploit the predictability of the elicited responses. Compared to a baseline that does neither, this approach performs significantly better in concept recall (47% vs. 28%) and precision (61% vs. 39%) on 250 unseen utterances from 34 previously unseen speakers. We conclude with some design implications for future speech enabled tutoring systems. [ABSTRACT FROM AUTHOR]

This teaching tip manuscript demonstrates how picture book illustrations can be used as an inquiry tool that facilitates one's connecting of visual investigations in a picture to the process of generating self-questions. Techniques suggested to promote self-questioning are (1) introducing young readers to an interactive picture book read aloud with prompts, such as, 'What do you notice?' and 'What questions do you have?' instead of teacher-driven prompts that result in student statements, (2) using selected perplexing picture book illustrations as a medium for fostering and modeling the self-questioning process, (3) partnering readers together so that they investigate picture book illustrations, determine questions, and search for answers collaboratively, and (4) encouraging independent reading of self-selected picture books to apply self-questioning techniques. [ABSTRACT FROM AUTHOR]

Preparing students for self-directed learning has become an obligation of 21st century educational institutions. This study focused on developing students' metacognitive awareness during cooperative pair problem-solving, with the aim of enhancing their levels of self-directed learning. The research involved a class of 33 second-year computer applications technology education students in a semester module. Quantitative data related to the students' levels of self-directed learning and metacognitive awareness were gathered in a pre-test using Williamson's self-rating scale of self-directed learning and an adapted version of Schraw and Dennison's metacognitive awareness inventory, respectively. During the semester, the students implemented a set of metacognitive self-questions when doing cooperative pair problem-solving tasks. At the end of the semester, the same two questionnaires were used in a post-test. The results showed that students' metacognitive knowledge and metacognitive control had increased, with both statistical and practical significance, especially with respect to procedural knowledge, planning and monitoring. The results further showed that the self-directed learning of students who initially scored moderate or low levels of self-directed learning had increased, with both statistical and practical significance in most areas of self-directed learning. Seven randomly-selected participants were then individually interviewed to collect qualitative data about their experiences and views of using the metacognitive self-questions during problem-solving in cooperative pairs, and how this influenced their self-directedness in learning. The results for the qualitative data correspond with what was found with the quantitative data. Based on these findings, we conclude that the use of the metacognitive self-questions during cooperative pair problem-solving positively influenced the students' levels of self-directed learning. [ABSTRACT FROM AUTHOR]