Search Results (26)

As online spaces have become increasingly hostile, some internet users have begun to organize collectively to counter hatred through what is known as counterspeech. This article explores how loosely affiliated individuals come to feel a strong sense of community in such efforts, even when they have never met in person. Using digital ethnographic data collected on the international counterspeaking group #iamhere, I argue that participants build imagined rhetorical communities: affective bonds forged through shared moral language and collective communicative action. Although members are geographically dispersed and largely unknown to one another offline, they nonetheless experience a sense of solidarity rooted in their common linguistic and ethical framework. This article shows how rhetorical practices, particularly those focused on empathy and civil discourse, become the glue that holds these activist formations together. By examining the ways moral discourse enables both individual agency and collective identity in counterspeech, this work offers new insight into how human groups form online to resist hatred and assert shared values. Full article

Universalism, as defined in Schwartz’s theory of basic human values, reflects a motivational orientation toward understanding, appreciation, and protection of all people and nature. This study examines the psychological foundations of ethical concern and ecological sensitivity among university students, focusing on the role of transcendence strengths. A cross-sectional correlational design was employed and a total of 1240 students from five Spanish universities participated in the study, completing validated instruments designed to assess both transcendence strengths—spirituality, gratitude, hope/optimism, humor, and appreciation of beauty—and universalism. Stepwise regression analysis identified four strengths—gratitude, appreciation of beauty, hope/optimism, and spirituality—as significant predictors of ethical concern for others and nature, explaining 20.1% of the variance. These findings contribute to the growing body of research linking positive psychological traits with ethical engagement and environmental responsibility. They also suggest that fostering transcendence-related strengths in educational settings may enhance students’ capacity for global empathy and moral development. Moreover, rather than functioning in isolation, spirituality interacts dynamically with other transcendence strengths. The study highlights the importance of integrating transcendental dimensions into sustainability discourse. Future research should explore these relationships across cultures and developmental stages to inform policy and educational practice. Full article

This qualitative study examines how school administrators enact “heartfelt leadership”—a socially and emotionally attuned form of leadership—within Türkiye’s bureaucratic school cultures. Using semi-structured interviews with six administrators and six teachers across primary, secondary, and high school, we employed a basic qualitative design with maximum-variation sampling. Thematic content analysis yielded four themes: (1) principals acknowledge the humanity of their teachers; (2) principals prioritize relationships and go beyond formal duties; (3) bureaucracy constrains but does not fully silence heartfelt leadership; and (4) heartfelt leadership fosters motivation, resilience, and retention. Heartfelt leadership was marked by empathy, recognition of significant moments, and proactive care that extends beyond job descriptions, cultivating trust, motivation, and commitment. Yet rigid procedures and centralized decision-making limited leaders’ autonomy and responsiveness. No consistent gender differences emerged among principals, because all participating teachers were female; therefore, cross-gender comparisons among teachers were not possible. Theoretically, the study bridges emotional-intelligence and bureaucratic-organization scholarship, showing how relational leadership can be sustained in centralized systems through micro-level strategies. Empirically, it broadens global leadership discourse by examining emotional leadership in a non-Western, bureaucratic context. Practically, findings suggest embedding social and emotional competencies in leadership preparation and enabling greater discretionary authority for responsive, human-centered school leadership. Full article

In informal economic contexts, migrant entrepreneurs have been extolled as highly resilient and adaptable. This study critically investigates the adverse psychological foundations inherent in such enterprises, focusing on how dark triad personality traits emerge in the leadership orientations of marginal migrant entrepreneurs. Following a qualitative ethnographic approach, this research engaged 10–15 migrant employees through participant observation, field notes, and semi-structured interviews in an informal economic context. Thematic analysis revealed five dominant patterns: narcissistic leadership with entitlement and emotional disrespect; Machiavellian behavior of manipulation and deception; psychopathic detachment in emotional callousness; absence of light triad actions such as empathy, humility, and selflessness; and moral disengagement through rationalizations such as “everyone does it” or system blame. Migrant business owners prefer to rationalize their exploitative acts as being necessary for economic survival, thus legitimizing immoral conduct and suppressing moral self-regulation. The findings indicate that marginality not only drives entrepreneurial innovation, but also has the potential to create exploitative inclinations that are institutionally and morally unchecked. Solving this issue requires not only mere psychological awareness, but also systematic reforms that foster ethical robustness and emotional sensitivity. This study ultimately asserts the need to reframe migrant entrepreneurship discourse, including both ethical and psychological accountability. Full article

Workplace inequities disproportionately affect African American professionals, with 41% reporting discrimination in hiring, salary negotiations, and promotions due to their racial or ethnic identity. These challenges are further accentuated by gender disparities, as 48% of Black men and 36% of Black women acknowledge experiencing workplace discrimination. Comparatively, smaller proportions of Asian (25%), Hispanic (20%), and White (8%) employees report similar treatment, underscoring the systemic barriers that shape the professional trajectories of marginalized workers in the United States. Addressing these pervasive inequities necessitates a transformative framework rooted in allyship, particularly among White male leaders who occupy positions of significant power and influence. Allyship, a dynamic and relational process, requires intentional advocacy, empathy, and accountability to dismantle exclusionary practices and foster inclusion. This research employs human geography as a metaphor to explore the challenges faced by minority employees in navigating workplaces that often resemble hostile terrains characterized by bias, limited representation, and a lack of psychological safety. The climb to senior leadership for minorities parallels traversing rugged landscapes, requiring resilience and access to critical pathways such as mentorship, sponsorship, and equitable opportunities. As inclusive planners, White male allies can address these systemic barriers by leveraging their privilege to create equitable and supportive environments. Aligning allyship with principles of human geography highlights its potential to address workplace inequities and contributes to broader societal cohesion. This study underscores a pivotal lacuna in the discourse on organizational equity: the insufficient exploration of allyship as a transformative paradigm, particularly when championed by White male leaders who occupy positions of substantial authority and influence. Full article

Inclusive tourism is designed to ensure accessibility for all travelers, including individuals with disabilities, and the concept has been garnering increasing attention recently. Previous scholars have explored the experiences of disabled tourists, but this study shifts the focus to hospitality providers by examining their role in delivering inclusive services. Significant implementation gaps persist despite the existence of policies promoting inclusivity, and the situation shows the need to understand how the hospitality sector perceives and addresses accessibility challenges. Therefore, this study aimed to investigate accessibility within the Indonesian hospitality sector by analyzing key challenges related to infrastructure, service quality, and industry commitment. The service quality model developed by Parasuraman et al. was applied to assess gaps in tangibility, responsiveness, and empathy through qualitative methods, including stakeholder interviews and observational analyses. Moreover, a specialized framework developed by Stonesifer and Kim was incorporated to enhance hotel experiences for guests with disabilities. The results showed that accessibility remained a secondary concern, often overshadowed by cost considerations, infrastructure limitations, and the weak enforcement of relevant standards. Several hospitality providers prioritize minimal legal compliance over proactive accessibility improvements. It was also observed that limited awareness, inadequate staff training, and financial constraints further widened the gap between policy and practice. Furthermore, weak enforcement mechanisms hindered the establishment of consistent accessibility standards. This study contributes to the discourse on inclusive tourism by identifying critical gaps and emphasizing the need for stronger collaboration, policy reinforcement, and industry engagement. Addressing these challenges can foster a more inclusive hospitality sector that benefits all tourists. The identification of areas for improvement also provides valuable insights for policymakers and industry stakeholders aiming to enhance accessibility standards in the Indonesian tourism sector. Full article

This study explores the information–communication discourse in modern recruitment by applying the Design Thinking (DT) methodology to enhance employee selection and integration strategies. By incorporating digital tools and empathetic approaches, this study examines innovative practices that improve candidate experience and ensure alignment with organizational culture. This study follows the DT framework, encompassing empathy, problem definition, and ideation, with a research sample including candidates, employees, and HR professionals. Methods such as desk research, interviews, diary methods, and P/C matrix diagonalization, supported by original metrics, assess the effectiveness of these approaches. The findings highlight that digital tools, particularly gamification and online assessments, significantly enhance recruitment quality, increase efficiency, reduce hiring time, and improve cultural alignment. Additionally, this study develops informational constructs of knowledge, skills, and attitudes, offering deeper insights into key factors for successful hiring. By integrating new media and technological solutions, this research contributes to transforming traditional recruitment practices into more candidate-centred processes. Further evaluation through complementary studies is recommended to determine the long-term impact of digital tools on recruitment outcomes and employee selection success. Full article

Background/Objectives: Pain is a complex and subjective experience influenced by psychological, cultural, and social factors. This study aims to investigate how social perceptions of pain affect the lived experiences and coping mechanisms of individuals suffering from pain. By comparing public discourse with the experiences of sufferers, we explore whether the social legitimacy of pain influences how it is managed. Methods: A multi-phase qualitative study was conducted, comprising eight focus groups with members of the Spanish general population and 19 in-depth interviews with individuals suffering from various types of pain. The focus groups explored social perceptions of pain’s legitimacy, while the interviews delved into the sufferers’ personal experiences. The data were analyzed using thematic analysis to identify patterns and disparities between public discourse and individual narratives. Results: The focus groups revealed widespread social empathy towards all types of pain. However, interviewees reported significant social pressure to normalize their behavior and downplay their pain. Many felt misunderstood, unsupported, and stigmatized, especially in environments where they held subordinate roles, such as the workplace or healthcare settings. Sufferers often resorted to silence or isolation to avoid judgment. Conclusions: While Spanish society outwardly legitimizes all forms of pain, sufferers experience significant discrepancies between public empathy and actual social support. The findings suggest that raising awareness alone is insufficient, and that structural changes are needed to address the daily burdens that individuals face when coping with pain, particularly in workplace and healthcare environments. Full article

The theology of the ethnocultural empathic turn, on the general level, encompasses ethnocultural empathy, which, as a branch of social psychology, strives for a thorough understanding of the life context of those ethnically and culturally different from ourselves. In the context of Christian theology, this turn also embraces the turn reflected in Mt 15:21–28 (Mk 7:24–30), in which Jesus expands his missionary work from the locally based “House of Israel” into the global realm to include the entire “inhabited world”. In this essay, the theological discourse of ethnocultural empathic turn is embedded within a specific sociopolitical context, which brings us to the Balkans, i.e., the post-Yugoslav framework, where we discuss the legacy of Bishop Srećko Badurina and layperson Franjo Starčević. During the disintegration of the Yugoslav Federation, they vigorously resisted the dominant ethnonationalist-religious persuasions of the Croatian Catholic and Serbian Orthodox communities. They stood up for those who faced elimination due to the policy of ethnic cleansing. Today, both can serve as the foundation for the establishment of the theology in question, aiming at the development of the first post-Yugoslav contextual theology based on the political theology and the theology of liberation, capable of tackling the phenomenon of ethnoreligiosity as one of the most pressing problems plaguing this region. Full article

In the era of pronounced educational reforms and a strong focus on sustainable development, the role of aesthetic education in augmenting educational quality has become pivotal. This study utilizes the CiteSpace knowledge mapping tool for an in-depth literature review and analysis on integrating aesthetic and quality education within the sustainable development ambit. Through bibliometric analysis of 824 articles from the Web of Science database covering 2015–2023, the evolving research trends, core themes, and future directions in this arena are investigated. This study uncovers a paradigm shift from traditional pedagogical approaches and art appreciation to broader areas like technology integration, educational innovation, and themes of social justice and empathy. The increasing prominence of digital arts and design thinking in educational methodologies underscores a commitment to fostering student creativity and addressing personalized learning needs. This research predominantly focuses on the intrinsic value of aesthetic education in enhancing quality education, emphasizing its comprehensive integration across educational, aesthetic, societal, and emotional dimensions. This paper highlights four principal research themes: the transformation of arts education, the interplay between educational policy and social responsibility, the nuances of educational assessment and student development, and the impact of technological advancements in educational practices. Additionally, it outlines five prospective research areas: the fusion of aesthetic education with cutting-edge technology; the cross-cultural implications in a globalized context; promoting inclusive aesthetic education; the potential of aesthetic education in nurturing social responsibility; and developing robust assessment metrics for the integration of aesthetic and quality education. These directions are aimed at enriching the theoretical and practical discourse, shaping the future trajectory of aesthetic education’s role in quality education. Full article

This research explored young children’s online writing with the support of their parents. In this pioneering study, we explored the nature of the online discourse. We studied parents’ potential influence on their children’s executive function (EF) development by directing their online discourse. After a workshop in the preschools on supporting children’s writing and the promotion of ethics in online discourse, we encouraged parents to support their children in writing messages to their friends within a closed online forum. We asked them to help their children in responding to a child who had not yet received any comments and in writing new posts. The participants were 174 Hebrew-speaking parents and their children (M = 65.57 months) from eight preschools in Israel. We analyzed the written messages (N = 1167), including posts and comments. Parents guided their children to write positive, friendly messages that included empathic expressions. We identified 14 themes (e.g., sharing experience) in the posts and 4 in the comments. Despite the positive nature of the online discourse, 49 children did not receive any comments, while others received several. We suggest that guided writing in closed forums can be a good platform for promoting EF and teaching children to use the network empathetically. Full article

Central to culturally sustaining pedagogy (CSP) is the notion that we sustain what we love by decentering the white gaze. Elevating CSP and the five core social-emotional learning competencies, we honed in on how Black and Brown girls developed knowledge and skills to manage their emotions, achieve goals, show empathy, and maintain healthy relationships within the context of a single-gender summer STEM program. These opportunities to engage in critical conversations to learn, unlearn, and relearn, while showing up as their full and authentic selves, are not often afforded in traditional STEM classes. This paper focuses on dialogue and interactions amongst four program participants—Samira, Rita, Brandy, and Joy. Critical discourse analysis was employed to challenge the dominance and reproduction of discourses by examining social contexts and systemic structures that they addressed in conversation. Findings revealed the importance of cultivating trusting and intentional learning spaces for Black and Brown girls to engage in open dialogue and critique oppressive discourses. It also displayed the significance of leaning into difficult conversations and pluralism to help adolescent girls realize the complexities of culture while also promoting joy and social-emotional development. Creating spaces that affirm Black and Brown girls matter; their contributions and work that they do matter. Full article

Background: During the COVID-19 pandemic, public confrontations between people who had agreed to be vaccinated and those who had not, highlighted the relevance of the deepening dissemination of violent and discriminatory expressions and determined a level of perception of hate discourses. Method: A cross-sectional observational study was carried out, based on an innovative methodology: simulations of WhatsApp conversations. In addition, the following variables were considered among others: level of empathy, personality traits and conflict resolution. Results: The participants were 567 nursing students (413 females, 153 males and 1 person who did not identify with any gender). The results showed that, for the most part, the participants correctly identified hate speech, but were unable to discern the frame of reference. Conclusions: It is necessary to implement intervention strategies to minimize the impact of hate speech, which continues to be used on many levels to harass others, justify violence or undermine rights, generating an environment of prejudice and intolerance that encourages discrimination and violent attacks against certain individuals or collectives. Full article

Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic. ELK is designed to be a practice space where pre-service and in-service teachers can learn strategies for effectively eliciting their students’ knowledge. We review the implementation of ELK in eight teacher education courses in math or science methods at six different universities and assess (a) patterns of interaction during ELK and (b) PSTs’ perceptions of ELK and their learning from the simulation. Our findings suggest that PSTs engage in effective practices such as eliciting and probing more often than less effective practices such as evaluating and telling. Results suggest that PSTs gain experience in practicing talk moves and having empathy for students’ perspectives through using ELK. Full article

The World Health Organization officially classified COVID-19 as a pandemic in early March 2020. Extraordinary security measures, health restrictions, and social isolation left hardly any aspect of daily life untouched. One area that underwent major changes was education, whose cornerstones and foundations were challenged as schools and universities around the world were forced to close their doors to prevent the spread of the virus. In this article, the reasons resilience and agility are critical to achieving social justice, human rights, and the United Nations Sustainability goals (SDG) in the post-pandemic era are studied. It is also argued that the role of education needs to be redesigned to be resilient and agile and to ensure lifelong learning. In addition, a post-pandemic quality agenda is the focus of the article. Some of the emerging quality dimensions are empathy, satisfaction, well-being, the social dimensions of learning, and their impact at the nano, micro, meso, and macro levels. This article was prepared as part of a systematic literature review based mainly on official reports from organizations working in this field worldwide. The author selected examples from ongoing discourse and debate about the challenges in this field in addition to examples from the author’s research, experiences, and perspectives. In summary, questions regarding educational landscapes may be the same, but in the context of post-pandemic and resilient agile education for lifelong learning to meet the SDGs and the new social contract for education, the answers to the questions of why, who, when, what, and at what levels will be different. It is time not just to talk, but to act. Each of us can and must commit to the new social contract. It is time to collectively reimagine our futures to include the ecosystem of education in all learning environments, i.e., formal, non-formal, and informal, and to value resilient, agile, seamless, and rhizomatic learning in the context of lifelong learning. Full article