The article discusses specific features of an interdisciplinary research and two strategies for introducing and constructing the objects of this research (an ontological and a constructivist strategy). The first strategy, which comes from Parmenides and Aristotle, is claimed to make a homogenous ontology a foundation ofthe process of the object construction. The second strategy, which comes from Plato, is based on the idea that the construction of an object is done by a thinking individual. Monodisciplinary research (as a part of (...) interdisciplinary research) is characterized by a construction of idealized objects which cannot fully meet the requirement of a certain type of science. This is why it is hard to say what kind of science these objects belong to. The second feature of interdisciplinary research has to do with the interrelatedness of monodisciplinary studies. Monodisciplinary studies create the starting conditions for each other. The author argues that if the distinction between the two strategies is accepted, then a thorough reconsideration of ultimate ontologies (such as "rhizome", "complicatedness", "self-developing systems") is called for. The last part of the article is devoted to an analysis of the epistemic criteria of knowledge it interdisciplinary studies, its truthfulness and effectiveness. (shrink)

The article summarizes the theoretical and methodological knowledge about ecotourism as one of the viable types of tourism in the postmodern era, clarifies the patterns of its formation and development, a variety of approaches to its interpretation, interaction with other types of tourism, features of motivation and management in ecotourism. On the basis of the generalized data a number of perspective educational conditions is modeled: the orientation of the maintenance of pedagogical education on formation of steady positive motivation; updating the (...) content of professional training; availability of educational and methodical support; interrelation of competence, system and personal-activity approaches. Diagnostic methods relevant for postmodern education are selected: methods of diagnosing students' learning motivation; methods of diagnosis of value orientations in career; tests to determine the levels of formation of the components of professional competence. It is proved that the professional training of teachers who are able to use ecological tourism in their professional activities at a high level is one of the important conditions for increasing the interest of children and young people in physical education, tourism and sports, ensuring the necessary physical activity, developing, maintaining and strengthening their health, adaptation to the flexible postmodern society. (shrink)

From the Philosophies journal program, one of the main aims of the journal is to help establish a new unity in diversity in human knowledge, which would include both “Wissen” (i.e., “Wissenschaft”) and “sc¯ıre” (i.e., “science”). As is known, “Wissenshaft” (the pursuit of knowledge, learning, and scholarship) is a broader concept of knowledge than “science”, as it involves all kinds of knowledge,including philosophy, and not exclusively knowledge in the form of directly testable explanations and predictions. The broader notion (...) of scholarship incorporates an understanding and articulation of the role of the learner and the process of the growth of knowledge and its development, rather than only the final product and its verification and validation. In other words, it is a form of knowledge that is inclusive of both short-term and long-term perspectives; it is local and global, critical and hypothetical (speculative), breaking new ground. This new synthesis or rather re-connection of knowledge is expected to resonate with basic human value systems, including cultural values. Since knowledge tends to spontaneously fragment while it grows, we take existing diversity as a resource and a starting point for a new synthesis. The idea of broad, inclusive knowledge is in fact not so new. From the beginning, natural philosophy included all contemporary knowledge about nature. Newton was a natural philosopher, as were Bohr, Einstein, Prigogine, Weizsäcker, and Wheeler—to name but a few. Today, the unifying picture of the natural/physical world is sorely missing among the isolated silos of particular scientific domains, each with its own specific ontologies, methodologies, and epistemologies. From the profound need for connected and common knowledge, new trends towards synthesis have emerged in the last decades. One major theme is complexity, especially when applied to biology or medicine, which helps us to grasp the importance of connectedness between present-day disparate pieces of knowledge—frameworks, theories, approaches, etc. Related to this is the emergence of network science, which studies structures of nodes (actors) and edges as connections between them. This book is connecting work on contemporary natural philosophy and its connections with existing philosophies, sciences and other knowledge fields. (shrink)

This paper develops an account of how the implementation of ML models into healthcare settings requires revising the methodological apparatus of philosophical bioethics. On this account, ML models are cognitive interventions that provide decision-support to physicians and patients. Due to reliability issues, opaque reasoning processes, and information asymmetries, ML models pose inferential problems for them. These inferential problems lay the grounds for many ethical problems that currently claim centre-stage in the bioethical debate. Accordingly, this paper argues that the best way (...) to make progress in remedying these ethical problems is to distil their epistemic core and to identify appropriate epistemic norms as guardrails. The viability of this approach will be highlighted based on four key issues: trust, responsibility, paternalism, and fairness. In that respect, the paper also contributes to a more pronounced view of the specific methodological challenges for ethical theorizing, when the point of reference are complex statistical models that make predictions, rather than individual agents, acting for reasons. (shrink)

The article discusses specific features of an interdisciplinary research and two strategies for introducing and constructing the objects of this research (an ontological and a constructivist strategy). The first strategy, which comes from Parmenides and Aristotle, is claimed to make a homogenous ontology a foundation ofthe process of the object construction. The second strategy, which comes from Plato, is based on the idea that the construction of an object is done by a thinking individual. Monodisciplinary research (as a part of (...) interdisciplinary research) is characterized by a construction of idealized objects which cannot fully meet the requirement of a certain type of science. This is why it is hard to say what kind of science these objects belong to. The second feature of interdisciplinary research has to do with the interrelatedness of monodisciplinary studies. Monodisciplinary studies create the starting conditions for each other. The author argues that if the distinction between the two strategies is accepted, then a thorough reconsideration of ultimate ontologies (such as "rhizome", "complicatedness", "self-developing systems") is called for. The last part of the article is devoted to an analysis of the epistemic criteria of knowledge it interdisciplinary studies, its truthfulness and effectiveness. (shrink)

In this chapter, I consider three ‘promises’ of bringing phenomenology into dialogue with networked learning. First, a ‘conceptual promise’, which draws attention to conceptual resources in phenomenology that can inspire and inform how we understand, conceive of, and uncover experiences of participants in networked learning activities and environments. Second, a ‘methodological promise’, which outlines a variety of ways that phenomenological methodologies and concepts can be put to use in empirical research in networked learning. And third, a ‘critical (...) promise’, which suggests how work done in the realm of critical phenomenology is complementary to and useful for exploring the social justice and emancipatory aims of networked learning researchers. Through this framework, I reflect upon multiple ways in which phenomenology has and might continue to fruitfully inform and shape networked learning research. In doing so, I emphasise that deploying phenomenology in the context of networked learning not only enriches our understanding of networked learning but that phenomenology itself is enriched through testing, finetuning, and expanding its methods, concepts, and understanding, as well as unveiling its own limitations and constraints. (shrink)

The information technological progress that has been achieved over the last decades has also given the humanities the opportunity to expand their methodological toolbox. This paper explores how recent advancements in natural language processing may be used for research in the history of ideas so as to overcome traditional scholarship's inevitably selective approach to historical sources. By employing two machine learning techniques whose potential for the analysis of conceptual continuities and innovations has never been considered before, we aim (...) to determine the extent to which they can enhance conventional research methods. It will amount to a critical evaluation of how the advantages of computational in-breadth analysis could be combined with the merits of traditional in-depth analysis in a philosophically fruitful way. After a brief technical description, the approach will be applied to an example: the conceptual (dis)continuity between medieval and early modern philosophy. All the challenges encountered during development and application will be carefully evaluated. We will then be able to assess whether these tools and techniques present promising extensions to the methodological toolbox of traditional scholarship, or whether they do not yet have the potential for a task as complex as the analysis of philosophical literature. The present investigation can thus be seen as an experiment on how far one can go with current machine-learning techniques in this area of research. In doing so, it provides important insights and guidance for future advances in the field. (shrink)

Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three (...) different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments. (shrink)

This book presents the psychological basis, methodology, and application of Marton's phenomenographic approach to the theory of learning.

Introduction -- Logics of extraction -- Materialism & critical materialism -- Methodological parrhesia: truth-telling -- Methodological materiality: towards productive social change.

The work of creating the future is being done now ─ and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening education (...) for intergenerational sustainability learning and leadership? In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation ─ and include the institutions comprising the emerging International Intergenerational Net-work of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in the context of education for sustainability. A visionary tour de force, this book explores the challenges and complexities of future learning models beyond the UN Decade of Education for Sustainable Development. It provides a timely discourse encompassing intergenerational and cultural dimensions, including ethics. Contributors articulate a deeper understanding of leadership in the post-Enlightenment era. Chapters in the book offer examples cutting across a diverse range of experiences worldwide, making this volume not only refreshing for practitioners, but also invaluable to policy-makers. ─ Dzulkifli Abdul Razak President, International Association of Universities Former Vice-Chancellor, Universiti Sains Malaysia These are critical times for the global community. Big issues are on the table: security, climate change, environmental destabilization, disease, hunger, and others. Actions we take today must embrace lessons from the past, present realities, and the rights and interests of future generations. Indeed, intergenerational learning is vital to education for sustainable development. This book makes a very timely and urgent call, challenging our traditional learning approaches and inviting us to dig deeper, stretch our minds wider, and see farther. ─ Akpezi Ogbuigwe Former Head of Environmental Education and Training, United Nations Environment Programme Executive Chairperson, Anpez Center for Environment and Development, Port Harcourt, Nigeria Achieving sustainable development requires generations, young and old, to engage with and learn from each other, and for leadership to embrace change. That is one of the key messages of this remarkable book. I wish I had this book when I took up the leadership role of my university two decades ago. I wish I could have given this book to my sons as they started their university education. ─ Goolam Mohamedbhai Former Secretary-General, Association of African Universities Honorary President, International Association of Universities. (shrink)

The paper adopts an inter-theoretical socio-cultural and -material perspective on the relationship between human + machine learning to propose a new way to investigate the human + machine assistive assemblages emerging in professional work (e.g. medicine, architecture, design and engineering). Its starting point is Hutchins’s (1995a) concept of ‘distributed cognition’ and his argument that his concept of ‘cultural ecosystems’ constitutes a unit of analysis to investigate collective human + machine working and learning (Hutchins, Philos Psychol 27:39–49, 2013). It (...) argues that: (i) the former offers a way to reveal the cultural constitution of and enactment of human + machine cognition and, in the process, the limitations of the computational and connectionist assumptions about learning that underpin, respectively, good old-fashioned AI and deep learning; and (2) the latter offers a way to identify, when amplified with insights from Socio-Materialism and Cultural-Historical Activity Theory, how ML is further rearranging and reorganising the distributed basis of cognition in assistive assemblages. The paper concludes by outlining a set of conjectures researchers that could use to guide their investigations into the ongoing design and deployment of HL + ML assemblages and challenges associated with the interaction between HL + ML. (shrink)

Purpose Digital India’s attempts to transform India into a digitally empowered society and knowledge economy. This research examines three questions: What is the educational importance of social media in Indian higher education? What gains and dangers does it pose when used for formal learning? Could informal learning via technology powerfully supplement learning through the formal system? Design/methodology/approach In total, 640 students were contacted through email lists provided by their institutions after these institutions had obtained their consent to (...) participate in the study. The response rate is worked out at 44.84 per cent. Telephone interviews were conducted with 22 “veterans” in the field of higher education in India. All this provided areas of importance on which this study is based. Findings India is no doubt experimenting with more creative methods of learning and teaching. Educational technology is at embryonic stage compared to many of the advanced countries. The results show that even when all facilities are present, students are not fully taking advantage of the benefits technology affords for formal learning. Not only is there a digital divide between generations but also within generations. How the technology is integrated into the learning process is important. The entire learning infrastructure is certainly available in India and it is struggling to meet student expectations and offer a more dynamic and appropriate pedagogy. Practical implications This paper throws light on models explicit to the Indian scene in how students can benefit from social media beyond the classroom. It discusses challenges in its adoption in Indian higher education and ways to meet these challenges. Social implications Technology-led learning brings about a difference and the present generation in India is better equipped to tackle the challenges of the workplace, will be helpful to their employers and would fit well into a global business environment. Originality/value Because of the relative newness of the approach in India and fairly restricted use in the Indian higher education system, the impact of social media on student engagement in the higher education sector in India is not fully known. (shrink)

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for (...) class='Hi'>learning? How do we engage the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 189-193 [Access article in PDF] Buddhist Learning and Textual Practice in Eighteenth-Century Lankan Monastic Culture. By Anne M. Blackburn. Princeton, N.J.: Princeton University Press, 2001. x + 241 pp. Buddhist Learning is an important study of the emergence of the Siyam Nikaya (monastic order) in eighteenth-century Kandy, Sri Lanka's last Buddhist kingdom (which fell to the British only in 1815). Blackburn focuses on (...) educational institutions in her account, but frames it also to address larger issues in the study of Buddhist and non-Buddhist texts and history.An introductory chapter sets forth Blackburn's three central arguments (4): colonial and postcolonial scholarly constructions of Sri Lankan Buddhist "tradition" obscure the eighteenth-century phenomena that she reconstructs; the idea of "textual communities," developed in dialogue with contemporary scholarship on medieval European Christianity, provides a useful tool for analyzing those phenomena; [End Page 189] thus analyzed, the early Siyam Nikaya turns out to represent an innovative "reformulation" of Sri Lankan Buddhism, made possible by the establishment of the order itself, its systematization of monastic education, and the development of a bilingual commentarial genre for use within that system.Chapter 2 provides nonspecialists "at least a glimpse of the larger social context in which the emerging Siyam Nikaya participated" (23), with brief sketches of Sri Lankan Buddhist history, the structure and politics of the Kandyan court, the organization of monasticism prior to the rise of the Siyam Nikaya, and the presence of non-Buddhist religious leaders in Kandyan society. Chapter 3 begins with a discussion of Sri Lankan monastic education prior to 1730, then analyzes three stages in the emergence of distinctive Siyam Nikaya educational institutions (the early career of founder Valivita Saranamkara [1698-1778]; the late 1730s creation of a prototypical educational institution at Niyamakanda; and the 1753 importation of higher ordination [ upasampada ] from Thailand/formal establishment of the Siyam Nikaya, respectively), the history of royal patronage of these institutions, their new curriculum, its implementation and administration, its impact on monastic identity and lay-monastic relations, and the relationship of monastic erudition to prestige and patronage.Chapter 4 surveys Siyam Nikaya histories to argue that the order's rise was attended by "an innovative discourse on monasticism" that bolstered its authority by depicting its education-based interpretation of monastic virtue as "natural and desirable Buddhist practice" (105). Though these histories employed the rhetorical trope of decline and revival, their emphasis on Buddhist learning "signals a moment of profound change in Lankan Buddhism" (76-77), because they provided a charter for the new Nikaya while creating a perception that Siyam Nikaya monks practiced the best form of Buddhist monasticism. When imbibed by members of the royal court, this assured these monks steady patronage and prestige over their rivals, called ganinnanses, whom they directly and indirectly attacked. Chapter 5 zeroes in on Saranamkara and his Sararthadipani, a bilingual (Sinhala and Pali) commentary on the "four recitation sections" (catubhanavara) of protective (paritta) texts in Pali. This monumental work and the genre of bilingual commentaries (called sutra sannayas ) that it inspired, Blackburn maintains, were central to Saranamkara's claim to authority and created a distinctive monastic identity for Siyam Nikaya monks. Through close analysis of selected passages from Sararthadipani, Blackburn reveals the inner workings of bilingual commentary, particularly insofar as it allowed Saranamkara and his disciples to demonstrate their proper command of the classic Pali texts.In chapter 6 Blackburn argues that the sutra sannayas produced "a new Buddhist textual community" united in its reading and/or hearing of them. Exploring the ways in which Sararthadipani and the other sutra sannayas "constrained" readers to accept Saranamkara's vision of proper monasticism (such as direct instructions to readers and rhetorical structures), but recognizing that they also left open (in their use of simile, metaphor, and illustrative stories) the possibility of "less constrained" and "resistant" readings, Blackburn suggests that the genre extended the Siyam Nikaya's program beyond the small circle of Saranamkara's disciples to transform Sri Lankan monasticism [End Page 190] more generally. Moreover, she argues that given... (shrink)

Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets (...) run into intractable difficulties. Hence ‘individual asset’ views of many abilities should be abandoned. Implications for education policy particularly in regard to assessment are explored. (shrink)

Over the last two decades the traditional conception of intelligence and other mental powers as stable individual assets has been challenged by approaches in psychology emphasising context and ‘situated cognition’. This paper argues that the debate should not be seen as an empirical dispute, and relates it to discussions in philosophy of mind between methodological solipsists and varieties of externalists. In the light of this I argue that attempts to conceptualise the identity over time of mental powers qua individual assets (...) run into intractable difficulties. Hence ‘individual asset’ views of many abilities should be abandoned. Implications for education policy particularly in regard to assessment are explored. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

This study aims to open a critical scenario on the current paradigm of reference for teaching sports techniques by pointing to a methodological perspective that is more in keeping with the theoretical reference framework of the ecological-dynamic approach. Currently, the Constraints-led Approach is considered very useful for teaching sports techniques; however, the transition from pure theory to practice is not so simple and consistent with the heuristic learning paradigm. The purpose is to highlight, starting from the theoretical lines, the (...) methodological applications of the different ways of applying the reference paradigm, analyzing the contrasts of the significant aspects and the uniqueness and unrepeatability of heuristic learning. For this purpose, an in-depth review of the scientific literature was conducted, highlighting the main critical points of the approach, also defined as nonlinear, with the consequent elaboration of operational proposals for the various macro-families of sports. (shrink)

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With (...) essays on subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

In this article, Arnon explores the link between implicit learning, statistical learning and language development. She focuses on two central themes, namely the issue of age invariance and the question of variation in learning outcomes. Arnon suggests that the two literatures are studying a fundamentally similar phenomenon and argues in favor of a closer alignment. However, she also raises important methodological concerns.

Emotions are a core factor of learning. Studies have shown that multiple emotions are co-experienced during learning and have a significant impact on learning outcomes. The present study investigated the importance of multiple, co-occurring emotions during learning about human biology with MetaTutor, a hypermedia-based intelligent tutoring system. Person-centered as well as variable-centered approaches of cluster analyses were used to identify emotion clusters. The person-centered clustering analyses indicated three emotion profiles: a positive, negative and neutral profile. Students (...) with a negative profile learned less than those with other profiles and also reported less usage of emotion regulation strategies. Emotion clusters identified through spectral co-clustering confirmed these results. Throughout the learning activity, emotions built a stable correlational structure of a positive, a negative, a neutral and a boredom emotion cluster. Positive emotion cluster scores before the learning activity and negative emotion cluster scores during the learning activity predicted learning, but not consistently. These results reveal the importance of negative emotions during learning with MetaTutor. Potential moderating factors and implications for the design and development of educational interventions that target emotions and emotion regulation with digital learning environments are discussed. (shrink)

In this stunning act of synthesis, Abraham Edel captures the entire range of Aristotle's thought in a manner that will prove attractive and convincing to a contemporary audience. Many philosophers approach Aristotle with their own, rather than his, questions. Some cast him as a partisan of a contemporary school. Even the neutral approach of classical scholarship often takes for granted questions that reflect our modern ways of dissecting the world. Aristotle and His Philosophy shows him at work in asking (...) and answering questions. Abraham Edel fashions a sound comparative way of using current analysis to deepen our understanding of Aristotle rather than argue with or simply appropriate him. Edel examines how Aristotle's basic ideas operated in his scientific and humanistic works, what they enabled him to do, what they kept him from doing, and what in turn we can learn from his philosophical experimentation. The purpose of this volume is twofold: to provide a comprehensive introduction to Aristotle's thought, and to throw fresh light on its patterned and systematic character. First, tracing the pattern in Aristotle's metaphysical and physical writings, he then explores the psychology, epistemology, ethics and politics, rhetoric and poetics. In the process, Edel discusses the way interpretations of Aristotle are built up and how different philosophical outlooks¿Catholic, Hegelian, Marxian, linguistic, naturalistic, and pragmatic¿have affected the reading of Aristotelian texts and ideas. The new introduction probes the general problem of interpreting a philosophy, and suggests how working through the different interpretations can contribute to a fuller understanding. This methodological self-consciousness makes Aristotle and His Philosophy markedly different from other studies of Aristotle. Martha C. Nussbaum of Brown University has described Edel as having "philosophical sensitivity and good sense throughout. His scholarship is comprehensive, but handled with grace and clarity.". (shrink)

You can find countless books dedicated to student success and resilience. But what about the faculty? What do we do to help college faculty cultivate their professional and personal growth and resilience? During more than three decades as a teacher and workshop facilitator, Steve Piscitelli noticed that many educators can become isolated from their colleagues and their larger institutional culture. They become "islands" disconnected from the potential power of the teaching and learning community. That isolation can affect teaching efficacy (...) and resilience. To encourage educators to embrace the power of collaboration, Piscitelli outlines the "7Rs" for success: relationships, relevance, resources, rainbows, responsibility, reflection, and resilience. He created thirty-seven scenarios, based on real life issues. Each shows how to apply these seven themes to better adapt to professional and personal challenges educators face. The scenarios raise questions about the classroom, work-life integration, collaboration with coworkers, and interpersonal relationships with supervisors. Every teaching and learning situation-every one-gives us the opportunity to take stock of and strengthen our own resilience level. And we do not have to do it alone. That is the beauty of our calling! And that is the strength of this book. It recognizes the power of a collegial teaching and learning community. Piscitelli supplements the information and scenarios with links to brief thought-provoking videos (approximately sixty seconds each) that encapsulate major themes and discussion points. More information at www.stevepiscitelli.com. I think it's brilliant. I often feel like I'm on an island as a professor. -Ashli Archer, Professor I like how you let people know that even though you have developed a table of contents, they might want to skip around. The flexibility will be very appealing.-Erin Hoag, VP of Financial Services and Strategic Development, Innovative Educators This book will be a welcome resource! -Todd Stanislav, Director, Faculty Center for Teaching and Learning Wow, you are covering some controversial topics! This book is going to be different and invaluable!-Pam Ranallo, Co-Owner, Innovative Educators Your scenario addressing the issue of favoritism vs. jealousy demonstrates amazing insight and ability to address the "hard" topics. Bravo!-Karen Armstrong, Career Counselor I think this is a wonderful idea and have never seen anything along these lines before!-Mary Boone Treuting, Director of Center for Academic Success and the Center for Teaching Excellence. (shrink)

Rule of law is a concept that is regularly debated by legal philosophers, often in connection to discussion of the concept of law. In this article, the focus is not on the substance of the conceptual claims, but on the methodologies employed by legal philosophers, investigating seminal articles on the rule of law by Joseph Raz and Jeremy Waldron. I argue that their philosophical argumentations often crucially depend on empirical or legal doctrinal arguments. However, these arguments remain underdeveloped. I explore (...) how these arguments could be linked to approaches related to rule of law in different fields of legal scholarship and investigate how the methodologies of these fields may complement each other. Thus, the article aims to provide an argument for a specific form of triangulation of three kinds of approaches to the rule of law: philosophical, social-scientific and legal doctrinal. This method of triangulation is illustrated by a discussion of the World Justice Project’s Rule of Law Index. (shrink)

Scholarship on faculty and student perceptions of plagiarism is plagued by a vast, scattered constellation of perspectives, context, and nuance. Cultural, disciplinary, and institutional subtitles, among others in how plagiarism is defined and perspectives about it tested obfuscate consensus about how students and faculty perceive and understand plagiarism and what can or should be done about those perspectives. However, there is clear consensus that understanding how students and faculty perceive plagiarism is foundational to mitigating and preventing plagiarism. This study (...) takes up the challenge of investigating its own institution’s student and faculty perspectives on plagiarism by testing whether students and instructors differentiate between different kinds or genres of plagiarism, and measuring differences in their perception of seriousness or severity of those genres. Using a device modified from the ‘plagiarism spectrum’ published by Turnitin®, the researchers implemented a campus-wide survey of faculty and student perceptions, and analyzed the data using two different methodologies to ensure results triangulation. This study demonstrates both students and faculty clearly differentiate between kinds of plagiarism, but not on their severity. This study demonstrates both students and faculty clearly differentiate the severity between kinds of plagiarism, but not on the specific rank or order of their severity. Further, this study’s novel methodology is demonstrated as valuable for use by other academic institutions to investigate and understand their cultures of plagiarism. (shrink)

Considerable methodological difficulties abound in neuroimaging, and several philosophers of science have recently called into question the potential of neuroimaging studies to contribute to our knowledge of human cognition. These skeptical accounts suggest that functional hypotheses are underdetermined by neuroimaging data. I apply Mayo’s error-statistical account to clarify the evidential import of neuroimaging data and the kinds of inferences it can reliably support. Thus, we can answer the question “What can we reliably learn from neuroimaging?” and make sense of how (...) this knowledge can contribute to novel construals of cognition. (shrink)

Research on the use of smartphone apps with the aim of developing self-regulated learning and increasing academic performance of university students in virtual mode, as a result of the COVID-19 pandemic, is recent and scarce. The present article shows the results of a study that analyzed the effect of using the 4Planning app with an intra-curricular approach on SRL and on the academic performance of 119 1st-year psychology students in virtual mode, at a Chilean university. The research was conducted (...) with quantitative methodology and a quasi-experimental design, with pre- and posttest measurements of an experimental group and comparisons with three control groups. The results show that students who used the app during 10 weeks of the first academic semester 2021: increased SRL self-report, increased academic self-efficacy, and obtained higher academic performance, compared to those who did not use it. The above occurs because the 4Planning app activates functions of the self-regulatory system of goal-directed behavior, which allows exercising the capacity of self-direction and self-influence on this type of behavior in the particular context of academic performance, which produces SRL. It is concluded that the 4Planning app is effective in developing self-regulation and improving the academic performance of 1st-year university students, in virtual learning mode. (shrink)

The central view of this dissertation is that a more comprehensive theory of scientific learning must incorporate insights from the disciplines of methodology and sociology. The standards of methodology play an indispensible role in learning by providing some of the principles necessary for theoretical evaluation. But such principles are not sufficient for socially embedded learning and they do not exclude the operation of social interests within science. It is the institutional structure of science that helps make up (...) what abstract standards alone lack: the material means with which to affect the advancement of learning. Institutions add something of their own dynamic to learning by helping to realize the abstract principles of methodology--they are never simply neutral husks. ;The views of a number of methodologists and sociologists are examined to demonstrate that this view of learning has not always been appreciated. Some methodologists have thought that by developing a theory of scientific method they were ensuring science's insulation from society at large. Such projects expect too much of methodology and the best methodology we have--fallibilism--leaves science open to social influence. Some sociologists have seen the role of a social theory as cutting across that of methodology--as if a social account of learning could only be at the expense of methodology. This had led some to deny methodology any explanatory power and others to limit sociology to accounting for merely the external aspects of scientific development. ;I throughout try to suggest how learning may be best accounted for by a fallibilist methodology combined with an institutional social theory. Such a dual view of learning is helpful because the advancement of learning is at times as dependent on its material constraints as on its intellectual ones. Thus, a comprehensive theory of learning can help science be a more critical enterprise and so contribute to its advancement. (shrink)

A new theory about the origins of consciousness that finds learning to be the driving force in the evolutionary transition to basic consciousness. What marked the evolutionary transition from organisms that lacked consciousness to those with consciousness—to minimal subjective experiencing, or, as Aristotle described it, “the sensitive soul”? In this book, Simona Ginsburg and Eva Jablonka propose a new theory about the origin of consciousness that finds learning to be the driving force in the transition to basic consciousness. (...) Using a methodology similar to that used by scientists when they identified the transition from non-life to life, Ginsburg and Jablonka suggest a set of criteria, identify a marker for the transition to minimal consciousness, and explore the far-reaching biological, psychological, and philosophical implications. After presenting the historical, neurobiological, and philosophical foundations of their analysis, Ginsburg and Jablonka propose that the evolutionary marker of basic or minimal consciousness is a complex form of associative learning, which they term unlimited associative learning (UAL). UAL enables an organism to ascribe motivational value to a novel, compound, non-reflex-inducing stimulus or action, and use it as the basis for future learning. Associative learning, Ginsburg and Jablonka argue, drove the Cambrian explosion and its massive diversification of organisms. Finally, Ginsburg and Jablonka propose symbolic language as a similar type of marker for the evolutionary transition to human rationality—to Aristotle's “rational soul.”. (shrink)

Southern Africa, where most of these book chapters originate, has been identified as one of regions of the world most at risk of the consequences of environmental degradation and climate change. At the same time, it is still seeking ways to overcome the century long ravages of colonial and apartheid impositions of structural and epistemic violence. Research deliberations and applied research case studies in environmental education and activism from this region provide an emerging contextualized engagement that is related to a (...) wider internationally articulated quest to achieve social-ecological justice, resilience and sustainability through educational interventions. This book introduces a decade of mainly southern African critical realist environmental education research and thinking that asks the question: "How can we facilitate learning processes that will lead to the flourishing of the Earth’s people and ecosystems in more socially just ways?" The environmental education research topics represented in this book are wide-ranging. However, they all exhibit the common theme of social justice and wanting to create change towards a better future. All the authors have used critical realist or critical realist-influenced research methodologies. Offering contributions from a small but growing community of researchers working with critical realism in the global South, this book will be of interest to students, scholars and practitioners in the areas of environmental education, sustainability, development and the philosophy of critical realism in general. (shrink)

"Ludvig Holberg was the foremost representative of the Danish-Norwegian Enlightenment and also a European figure of note. He was an Enlightenment thinker in the conventional sense, with significant works in natural law and history, but also a very important body of moral essays and epistles. He authored several engaging autobiographies and European travelogues; and - not least - a major utopian novel that was a European bestseller, a couple of interesting satires, and a large number of plays, mainly comedies. These (...) comedies have secured Holberg's status as the most significant playwright in Scandinavia before Ibsen and Strindberg; his plays remain hugely popular and have hardly been off the stage since he died. Through his extensive oeuvre, but especially through his plays, Holberg had a decisive influence on the formation of modern Danish as a literary language, something that was a self-conscious effort on the part of a man who saw himself as an educator of the public. Despite all these accomplishments Holberg is most often remembered outside of the Nordic countries for Edvard Grieg's Holberg Suite and in the title of one of the most prestigious prizes in the humanities. It is the aim of the contributors to this volume to revive Holberg as a very major figure from a very minor corner of the Enlightenment world, presenting the latest scholarship from Scandinavia on the main areas of Holberg's work with serious emphasis on the wider European Enlightenment context and perspectives. It will appeal to all those researching intellectual history, history of philosophy, literary history/studies, theatre studies, church historiography, Scandinavian studies and Enlightenment Europe."--. (shrink)

This paper is concerned with the puzzling divorce that exists between writing on economic methodology and work by philosophers of science. After documenting the extent and nature of the separation and making some disparaging comments about the quality of much of the literature on economic methodology, this essay argues that the divorce results from the differences between the aims of philosophers of science, who are concerned to learn about knowledge acquisition in disciplines such as economics, and the more immediately practical (...) aims of writers on economic methodology, who want to improve the practice of economics. Even with the transcendence of logical positivism or logical empiricism, this separation should persist, although communication between philosophers and eonomists should improve and collaboration increase. (shrink)

Norman et al. reported that participants exposed in succession to two artificial grammars could be able to learn implicitly about them, and could apply their knowledge strategically to select which string corresponds to one of these two grammars. In this commentary, I identify an artifact that could account for the learning obtained not only in this study, but also in some previous studies using the same procedures. I claim that more methodological control is needed before jumping to conclusions on (...) the kind of strategic control that could be achieved unconsciously. (shrink)

Purpose – The purpose of this paper is to present a descriptive literature review and a classification scheme for studies on sustainable development, e-learning and Web 3.0 that contribute toward sustainable e-learning. The aims are to discover and highlight some ideas on developing a sustainable learning in higher education in Malaysia. Design/methodology/approach – The paper examines the elements of e-learning, technology, application, sustainable development and teaching and learning principles that contribute toward a sustainable e-learning (...) through a descriptive literature review approach and a classification scheme. Findings – The findings show that even though sustainable e-learning research is still limited, contributions to sustainable e-learning were recognized and some ideas and perspectives for the development of a sustainable e-learning framework were identified. Furthermore, this paper identified the gaps in the findings; therefore, this paper will try to minimize these gaps through the initial sustainable e-learning framework. Originality/value – The paper is expected to provide further ideas of developing a sustainable e-learning framework, as well as the importance of a sustainable e-learning to provide quality learning through technology, application, sustainable development and teaching and learning principles perspectives. (shrink)

Artificial intelligence is again attracting significant attention across all areas of social life. One important sphere of focus is education; many policy makers across the globe view lifelong learning as an essential means to prepare society for an “AI future” and look to AI as a way to “deliver” learning opportunities to meet these needs. AI is a complex social, cultural, and material artifact that is understood and constructed by different stakeholders in varied ways, and these differences have (...) significant social and educational implications that need to be explored. Through analysis of thirty-four in-depth interviews with stakeholders from academia, commerce, and policy, alongside document analysis, we draw on the social construction of technology to illuminate the diverse understandings, perceptions of, and practices around AI. We find three different technological frames emerging from the three social groups and argue that commercial sector practices wield most power. We propose that greater awareness of the differing technical frames, more interactions among a wider set of relevant social groups, and a stronger focus on the kinds of educational outcomes society seeks are needed in order to design AI for learning in ways that facilitate a democratic education for all. (shrink)

In response to calls for greater interdisciplinary involvement from the social sciences and humanities in the development, governance, and study of artificial intelligence systems, this paper presents one sociologist’s view on the problem of algorithmic bias and the reproduction of societal bias. Discussions of bias in AI cover much of the same conceptual terrain that sociologists studying inequality have long understood using more specific terms and theories. Concerns over reproducing societal bias should be informed by an understanding of the ways (...) that inequality is continually reproduced in society—processes that AI systems are either complicit in, or can be designed to disrupt and counter. The contrast presented here is between conservative and radical approaches to AI, with conservatism referring to dominant tendencies that reproduce and strengthen the status quo, while radical approaches work to disrupt systemic forms of inequality. The limitations of a conservative approach to racial bias are discussed through the specific example of biased criminal risk assessments and Indigenous overrepresentation in Canada’s criminal justice system. This illustrates the dangers of treating racial bias as a generalizable problem and equality as a generalizable solution, emphasizing the importance of considering inequality in context. Societal issues can no longer be out of scope for AI and machine learning, given the impact of these systems on human lives. This requires engagement with a growing body of critical AI scholarship that goes beyond biased data to analyze structured ways of perpetuating inequality, opening up the possibility for interdisciplinary engagement and radical alternatives. (shrink)

Ramon Llull (1232-1316), born on Majorca, was one of the most remarkable lay intellectuals of the thirteenth century. He devoted much of his life to promoting missions among unbelievers, the reform of Western Christian society, and personal spiritual perfection. He wrote over 200 philosophical and theological works in Catalan, Latin, and Arabic. Many of these expound on his "Great Universal Art of Finding Truth," an idiosyncratic dialectical system that he thought capable of proving Catholic beliefs to non-believers. This study offers (...) the first full-length analysis of his theories about rhetoric and preaching, which were central to his evangelizing activities. It explains how Llull attempted to synthesize commonplace advice about courtly speech and techniques of popular sermons into a single program for secular and sacred eloquence that would necessarily promote love of God and neighbor. Llull's work is remarkable testimony to the diffusion of clerical culture among educated lay-people of his era, and to their enthusiasm for applying that knowledge in the pursuit of learning and piety. This book should find a place on the shelf of every scholar of medieval history, religion, and rhetoric. (shrink)