Education Between Ideal and Reality——The

Education Narrative Analysis on the Three Idiots

XU Liming,ZHONG Hua (Education Department of Dezhou University,Dezhou,Shandong
253023,China)  
Using the method of synthesis—analysis—synthesis,the Indian film Three Idiots was narrative analyzed,and
the educational thought was interpreted and understood.The movie criticized design education,competitive
education,utilitarian education,while promoting non-design education,non-competitive education,and non-utilitarian
education.On the whole,the movie presented the structure of unity and oppositeness between the education reality
composed of design education,competitive education and utilitarian education,and the education ideal composed of
non-design education,non-competitive education and non-utilitarian education.

XU, L., & ZHONG, H. (2013). Education Between Ideal and Reality——The Education Narrative Analysis
on the Three Idiots [J]. Chongqing Higher Education Research, 3.

Kuh, G. D. (1994). Student Learning Outside the Classroom: Transcending Artificial Boundaries. ASHE-
ERIC Higher Education Report No. 8.

Fear, anger, and risk.

© Request Permissions

Lerner, Jennifer S.,Keltner, Dacher

Lerner, J. S., & Keltner, D. (2001). Fear, anger, and risk. Journal of Personality and Social
Psychology, 81(1), 146–159. https://doi.org/10.1037/0022-3514.81.1.146

Drawing on an appraisal-tendency framework (J. S. Lerner & D. Kelmer, 2000), the authors
predicted and found that fear and anger have opposite effects on risk perception. Whereas fearful
 people expressed pessimistic risk estimates and risk-averse choices, angry people expressed
optimistic risk estimates and risk-seeking choices. These opposing patterns emerged for naturally
occurring and experimentally induced fear and anger. Moreover, estimates of angry people more
closely resembled those of happy people than those of fearful people. Consistent with predictions,
appraisal tendencies accounted for these effects: Appraisals of certainty and control moderated and
(in the case of control) mediated the emotion effects. As a complement to studies that link affective
valence to judgment outcomes, the present studies highlight multiple benefits of studying specific
emotions. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)

Lerner, J. S., & Keltner, D. (2001). Fear, anger, and risk. Journal of personality and social
psychology, 81(1), 146.

Stereotypes of Achievement Striving Among Early Adolescents

 Cynthia Hudley & 
 Sandra Graham 

Social Psychology of Education volume 5, pages201–224(2001)Cite this article

 435 Accesses
 43 Citations
 1 Altmetric
 Metricsdetails
Abstract
We conducted two studies to examine the influence of achievement-related
cultural stereotypes among early adolescents. In Study 1 male and female
African–American junior high school students (N = 62) read hypothetical
descriptions of students who displayed high or low levels of achievement
striving and school engagement. Their task was to select one photograph that
they believed matched each hypothetical description from a set of photos of
unknown junior high school students of diverse ethnicities and both genders.
We replicated our procedures in Study 2 with a more ethnically diverse sample
of African–American, Latino, and Anglo junior high school students (N = 197).
Results indicated that all adolescents most frequently selected photos of
ethnic minority males for scenarios of academic disengagement, consistent
with cultural stereotypes of these young men. Photos of females across all
ethnicities were selected most frequently for scenarios of achievement
strivings. Findings are discussed in terms of the need for greater support for
minority males in school settings and the potential impact of school programs
on the attitudes and behaviors of students.
Hudley, C., & Graham, S. (2001). Stereotypes of achievement striving among early adolescents. Social
Psychology of Education, 5(2), 201-224.