This volume, originally published in 1977 by Litton Educational Publishing, Inc., is divided into four main parts. Part I: The Learner, and Part II: The Teacher, deal with the physical, emotional, social, and intellectual aspects of the learner and the teacher in the educational process. Part III: The Learning Process, emphasizes the interactions of learners and teachers and specific philosophies and methods employed, such as Gestalt, Piaget, and Montessori. Part IV: The Never-Ending Odyssey, expounds the main theme of the (...) text, that learning is an on-going, life-long process. (shrink)

To explain why students learn effectively by teaching, explaining to others in particular, Koh and colleagues advanced the retrieval practice hypothesis, which attributes the learning benefits entirely to the effect of practicing retrieval, that is, effortfully recalling to-be-taught information for the provision of instructional explanations. After delineating the rationale behind the retrieval practice hypothesis, the current situation of research, and the limitations of the existing approach, this paper proposes three tests for the evaluation of the hypothesis that (...) address whether explaining to others after initial studying surpasses restudying in learning performance, whether the amount of effort to retrieve to-be-taught information from memory moderates the learning effects of explaining to others, and whether the degree of elaboration during retrieval practice positively predicts the outcomes of learning by merely recalling to-be-taught information. Evidence is examined regarding whether each test is passed, and future directions for research on the retrieval practice hypothesis are discussed. (shrink)

The epidemiological situation resulting from the SARS-CoV-2 pandemic caused the Polish universities to fully switch to distance education in March 2020. Medical e-learning has not yet been broadly implemented into the education process. Therefore, examples of successful e-learning implementations or the organization of the process of medical e-learning offer a valuable source of knowledge today, which is needed immediately. The article presents e-learning practices at the Polish medical universities during the SARS-CoV-2 epidemic during the period from (...) March to September 2020, covering seven universities in Poland that offer medical and health studies. The organization and implementation of e-learning classes is presented, including knowledge evaluation practices, providing example decisions issued by university rectors, on which the teaching process was based. A detailed presentation of the schools’ organizational units or workgroups that played an important role in the process of coordination of measures supporting e-education is also included. The article also presents a description of the software applications, utilities, and services used at the schools in the course of the process of online education. Below are some examples of specific such implementations in selected university courses. (shrink)

(2001). Autonomous Learners and the Learning Society: systematic perspectives on the practice of teaching in Higher Education. Educational Philosophy and Theory: Vol. 33, No. 3-4, pp. 381-395.

Four lines of argument are adduced to support the contention that current disease-modeled approaches to learning disability (LD) are inadequate and that a more environmentally-centered approach should be utilized. The first argument employs philosophy of science to criticize the blatant operationalism of the extant theorizing, while noting that the theories frequently try to employ a realist slant. The second line of argument attacks the disease model itself, employing the work of other philosophers who have noted the extent to which (...) "disease" is a value-laden construct. Still another line notes that, at first glance, current work on paternalism might seem to provide some kind of rationale for LD placement, but that this is probably not the case. The fourth line of argument adverts to the possibility that sociopolitical motivations underlie some of the labeling efforts. It is concluded that current efforts are fruitless and that a new definitional effort is needed, one which specifically cites the locus of disability as the classroom environment. (shrink)

The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target (...) students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes and academic challenges) in a Canadian sample of undergraduate students. We found levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, SRL adapting practices moderated the impact of metacognitive challenges on GPA, and semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students. (shrink)

Ongoing serious breaches in medical professionalism can only be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage (...) complex decision-making in the NHS of the future. The literature is reviewed from a unique personal perspective of a doctor and lawyer, and practical proposals for developing medical education in law in the UK are suggested. (shrink)

This paper investigates the philosophical characteristics of Songdang Park Yeong, who was an early Dohak scholar in the Joseon Dynasty and played a huge role in making the school of Neo-Confucianism in the regions along the Nakdong River. Park Yeong and his Neo-Confucianism has not been paid much attention to until recently. Significant studies on the school in Neo-Confucianism in the regions along the Nakdong River have been published lately, but research on Park Yeong remains as rare as before. He (...) has not been well known to the philosophical public, though he had made a considerable contribution to the development of Neo-Confucianism in Joseon Dynasty in the early-to-mid 16th century. To find out the reasons for this low recognition of his contributions, we tried to show his integrated studies which were conducted in his lifetime with talents for both pen and sword and the ability to solve real-life problems. By investigating Baekrokdonggyuhae and Daehakdo among his present writings, we found that Park Yeong's Neo-Confucianism had the characteristics of being practice-orientated as well as having a special emphasis on self-acceptance and mind. Though Park Yeong's Neo-Confucianism was stigmatized as unorthodox by Yi Hwang and Yi Yi, two influential junior scholars, their criticism seemed to be unfair and improper, for it was derived from a prejudice against their military backgrounds and not with each other. Due to their stigmatic criticism, Park Yeong's well-informed Confucian-oriented learning and practice has been underestimate Songdang Park Yeong had become a Dohak scholar with a military background. He, who was free from social identity restrictions, had learned medicine and six arts and had taken care of people at risk in advance. He carried out his function faithfully to pass the teachings of the sages on to the next generation in the period of the extinction of Sahrim. Park Yeong's learning and practice had included Munmugyeomjeon, Silhak activity, excellent educational performance, achieving his purpose at the risk of his life, which is worth investigating considering the aspects of the various developments of Neo-Confucianism in Joseon Dynasty in a permissive way. (shrink)

Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.

In the past few years, machine learning (ML) tools have been implemented with success in the medical context. However, several practitioners have raised concerns about the lack of transparency—at the algorithmic level—of many of these tools; and solutions from the field of explainable AI (XAI) have been seen as a way to open the ‘black box’ and make the tools more trustworthy. Recently, Alex London has argued that in the medical context we do not need machine learning tools (...) to be interpretable at the algorithmic level to make them trustworthy, as long as they meet some strict empirical desiderata. In this paper, we analyse and develop London’s position. In particular, we make two claims. First, we claim that London’s solution to the problem of trust can potentially address another problem, which is how to evaluate the reliability of ML tools in medicine for regulatory purposes. Second, we claim that to deal with this problem, we need to develop London’s views by shifting the focus from the opacity of algorithmic details to the opacity of the way in which ML tools are trained and built. We claim that to regulate AI tools and evaluate their reliability, agencies need an explanation of how ML tools have been built, which requires documenting and justifying the technical choices that practitioners have made in designing such tools. This is because different algorithmic designs may lead to different outcomes, and to the realization of different purposes. However, given that technical choices underlying algorithmic design are shaped by value-laden considerations, opening the black box of the design process means also making transparent and motivating (technical and ethical) values and preferences behind such choices. Using tools from philosophy of technology and philosophy of science, we elaborate a framework showing how an explanation of the training processes of ML tools in medicine should look like. (shrink)

Ethics in the First Person is the first comprehensive guide to teaching and learning practical ethics to be published in more than 25 years. The processes for use in the teaching and learning of ethics are intended for ethics across the curriculum and the professions. The historical context for practical ethics as a discipline is explored, as is ethics in a cross-cultural context.

Originally published in 1972, this book is a systematic analysis of the objectives and methods of history teaching. The book considers the criticisms of the 1960s and 70s of history as a subject and the pressures for its replacement in the school curriculum. It examines the complex psychological background of learning history and suggests that historical understanding makes an important contribution to cognitive growth. It also stresses the important part played by historical material in the emotional and imaginative life (...) of the child. Concluding with a discussion of practical classroom methods, the author proposes objectives and characteristic concepts of the subject which may be embodied in all levels of teaching. (shrink)

Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, (...) we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. (shrink)

Closing the research‐practice gap cannot be achieved by one of the most promising methods, which is to distill and synthesize decades of research to see how the robust findings can work in practice. An alternative approach is proposed, which is to translate a theory of active learning for practitioners.

This collection of essays considers a variety of educational ideas and programs from the perspective of governmentality, integrating conceptual and theoretical insights and empirical investigation of policy documents, and government technologies. Considers different educational ideas of enlightenment, creativity, participation, inclusion, learning, and critique Offers an overview of French philosopher Michel Foucault’s theory on governmentality and how his ideas apply to current developments in society and education Investigates the intrinsic relationship between intellectual and practical educational technologies A study of how (...) educational practice and educational theory have played a constitutive role in practices of subjectivity which are crucial to ‘learning societies’. (shrink)

Despite the emphasis placed by most curricula in the development of social and emotional competencies in education, there seems to be a general lack of knowledge of methods that integrate strategies for assessing these competencies into existing educational practices. Previous research has shown that the development of social and emotional competencies in children has multiple benefits, as they seem to contribute to better physical and mental health, an increase in academic motivation, and the well-being and healthy social progress of children. (...) This study aims at assessing the possible changes in children’s self-esteem, socio-emotional competencies, and school-related variables after participating in the Learning to Be project (L2B) project.Methods:This quasi-experimental study included an intervention group (L2B) and a control group. The participants were 221 students in primary education (55.2% girls) between the ages of eight and 11 (M= 9.31; SD = 0.89). The L2B intervention program took place over a period of 5 months. The assessment was carried out twice, before and after the intervention through three main evaluation instruments: the Rosenberg’s Self-Esteem questionnaire, the Socio-Emotional competence questionnaire (SEQ), and self-report scales for measuring school difficulties, school engagement, opinions about school, and school absence. Ten schools from different Spanish provinces participated.Results:The results indicate that those participants in the experimental group show higher self-esteem, better responsible decisions, and higher self-awareness than those in the control group. There were no other statistical differences between groups.Conclusions:The results of this work suggest that the implementation of the L2B program did not improve social and emotional competencies in primary school students. Further research related to how include formative assessment in SEL programs is needed. (shrink)

For years now, learning has been at the heart of research within cognitive psychology. How do we acquire new knowledge and new skills? Are the principles underlying skill acquisition unique to learning, or similar to those underlying other behaviours? Is the mental system essentially modular, or is the mental system a simple product of experience, a product that, inevitably, reflects the shape of the external world with all of its specialisms and similarities? This new book takes the view (...) that learning is a major influence on the nature of the processes and representations that fill our minds. Throughout, the authors review and consider the areas of skill acquisition and lexical representation to illustrate the effects that practice can have on cognitive processes. They also draw parallels between theories in physical and biological domains to propose not only a new theory of mental function but also demonstrate that the mind is essentially subject to the same natural laws as the physical world. In so doing Speelman and Kirsner present a new perspective on psychology - one that identifies universal principles underlying all behaviours and one which contrasts markedly from our current focus on highly specific behaviours. Accessibly written, Beyond the Learning Curve is a thought provoking and challenging new text for students and researchers in the cognitive sciences. (shrink)

Within a perspective that views groups as communities of practice and sites of construction of knowledge, learning, and identity, this article aims to explore the contribution that participation in different groups over the course of one’s life provides to the development of the professional practices of psychotherapist trainees enrolled in the C.O.I.R.A.G. school, an Italian graduate program in group psychotherapy. Through qualitative analyses of 10 semi-structured interviews, our study empirically shows that by participating in groups, the trainees not (...) only learn the practices of that group but also develop a sort of meta-learning which takes place across groups. The results highlight that: Transversality, duration, and informality are found to be the group properties with the highest formative value; and Learning practices across different groups have common characteristics: are organized around complex topics of group life, began in early group experiences, are in continuous evolution, are associated with a critical event, and a negative affect. At the same time, it seems that these critical events are exactly what triggered and sustained the learning practices. Data from the interviews also showed how professional identities are constructed as the outcome of learning in different communities of practice. The study outlines how the experience made in different groups is elaborated in and through meaningful self-narratives, highlighting them as a fundamentally collective and culturally shaped sense-making process. Overall, these results contribute to a better understanding of learning processes as situated and jointly constructed through multiple group participations over time. Furthermore, they contribute to highlighting the role of self-narratives as a primary way through which trainees shape their identity as self-reflexive professionals who are competent in reading group dynamics. Directions for future research and suggestions for psychotherapist training paths are outlined in the conclusions. (shrink)

Design research has been positioned as an important methodological contribution of the learning sciences. Despite the publication of a handbook on the subject, the practice of design research in education remains an eclectic collection of specific approaches implemented by different researchers and research groups. In this paper, I examine the learning sciences as a design science to identify its fundamental goals, methods, affiliations, and assumptions. I argue that inherent tensions arise when attempting to practice design research (...) as an analytic science. Drawing inspiration and insight from Chinese philosophy and the practice of Chinese medicine, I propose that the learning sciences may better attain its claims to science through greater reliance on inductive synthesis rather than linear causal analysis. In so doing, I reposition the endeavor of science making within the metaphysics of process philosophy instead of classical Western philosophy. I suggest that theory building will be strengthened empirically and pragmatically by more careful observation and systematic generalization of the stability patterns of design related phenomena. It also needs to be more situated in its orientation. (shrink)

This collection of essays considers a variety of educational ideas and programs from the perspective of governmentality, integrating conceptual and theoretical insights and empirical investigation of policy documents, and government technologies. Considers different educational ideas of enlightenment, creativity, participation, inclusion, learning, and critique Offers an overview of French philosopher Michel Foucault’s theory on governmentality and how his ideas apply to current developments in society and education Investigates the intrinsic relationship between intellectual and practical educational technologies A study of how (...) educational practice and educational theory have played a constitutive role in practices of subjectivity which are crucial to ‘learning societies’. (shrink)

Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.

In a recent paper published in the Journal of Medical Ethics, Le Morvan and Stock claim that the kantian ideal of treating people always as ends in themselves and never merely as a means is in direct and insurmountable conflict with the current medical practice of allowing practitioners at the bottom of their “learning curve” to “practise their skills” on patients. In this response, I take up the challenge they issue is and try to reconcile this conflict. The (...) kantian ideal offered in the paper is an incomplete characterisation of Kant’s moral philosophy, and the formula of humanity is considered in isolation without taking into account other salient kantian principles. I also suggest that their argument based on “necessary for the patient” assumes too narrow a reading of “necessary”. This reply is intended as an extension to, rather than a criticism of, their work. (shrink)

The family of cognitive models sometimes referred to as the “Learning Pyramid” enjoys a considerable level of authority within several areas of educational studies, despite that nobody knows how they originated or whether they were supported by any empirical evidence. This article investigates the early history of these models. Through comprehensive searches in digital libraries, we have found that versions of the Learning Pyramids have been part of educational debates and practices for more than 160 years. These findings (...) demonstrate that the models did not originate from empirical research. We also argue that the contemporary Learning Pyramids, despite their continued modifications and modernizations, have failed to keep up with the developments of cognitive psychology. The conception of memory implied by the Learning Pyramids deviates significantly from the standard picture of human memory. (shrink)

The research expects to explore the psychological mobilization of innovative teaching methods of Music Majors under the new curriculum reform. The relevant theories of college students’ innovative teaching methods are analyzed under deep learning together with the innovation and construction of music courses. Thereupon, college students’ psychological mobilization is studied. Firstly, the relationship between innovation and entrepreneurship teaching and deep learning is obtained through a literature review. Secondly, the music classroom model is designed based on the deep (...) class='Hi'>learning theory, and the four dimensions of the music curriculum are defined to innovate and optimize the music teaching model. Finally, the Questionnaire Survey is used to analyze the design classroom model. Only 15% of the 180 respondents understand the concept of deep learning, 32% like interactive music learning, and 36% like competitive comparative music classroom learning. And the students who study instrumental music have higher significant differences in learning motivation than those who study vocal music. In addition to classroom learning, 16% of people improve their music skills through music equipment. College students like interactive music classes and competitive comparison classes that can give more play to their subjective initiative. After the new curriculum reform, the music curriculum based on deep learning can stimulate students’ interest in learning and participate in the mobilization of students’ learning psychology. Therefore, in the future of music education and teaching, there is a need to pay more attention to students’ psychological status. The research results can provide references and practical significance for the innovative teaching activities of music classrooms after the new curriculum reform. (shrink)

How was creativity understood in the distinctive artistic practices of eighteenth-century Japan? How were its artists able to maintain consistently inventive creative pathways over extended periods? Artistic creativity is sometimes assumed to derive from chance, opportune, or accidental events. For early Western creativity theorists like Graham Wallas,1 Alex Osborn,2 or Robert Fritz 3 such fortunate moments of illumination engendered creative innovation. The invention of synthetic dyes,4 Japanese haboku “splashed ink painting,” or Jackson Pollock’s spatters of paint all involved elements of (...) chance. Given favorable conditions and alert minds, serendipity can contribute to... (shrink)

This paper examines the International Student Competition on Place Brand­ing and Mediterranean Diet held in Fermo, Italy, in the context of the devel­opment of rural areas. This one-week food-related educational programme was organised by the University of Macerata’s Department of Education, Cultural Heritage and Tourism in collaboration with The Piceno Laboratory on the Mediterranean Diet, a local network of public and private stakehold­ers committed to the promotion of Fermo area as a touristic destination based on traditional gastronomy. The aim of (...) this study was to understand how and to what extent such food-related educational events may con­tribute to providing students with the knowledge, expertise and soft skills needed for careers in the food tourism sector. Of interest also was how such events may benefit the development of rural areas. The ISC was founded in 2016 and continued in 2017, 2018 and 2019. In order to assess students’ perceptions about the experience, specifically regarding what they felt they had learned about food tourism, and which soft skills they had acquired or honed, 13 students who participated in the 2017 event were interviewed for a qualitative study. Moreover, the authors drew upon information gleaned from interactions with students and teachers, as well as with several important actors of the local food and tourism sector, in­cluding tourism and hospitality entrepreneurs and representatives of gov­ernment agencies, with whom they collaborated in the context of planning, running and evaluating the events. The findings show that the ISC can provide students with a good general understanding of the territory and practical knowledge about place branding and food tourism. In terms of career preparation, the combination of fieldwork activities with traditional lectures and group activities was particularly fruitful in promoting soft skills such as communication, efficient use of social media, teamwork, problem-solving and decision making. (shrink)

The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher’s role shifts from star player to observer and coach as the students ▪ Think critically, ▪ Work collaboratively, ▪ Participate fully, ▪ Behave ethically, ▪ Ask and answer high-level questions, ▪ Support their ideas with evidence, and ▪ Evaluate and assess their own work. The Spider Web Discussion is a simple technique that puts this kind (...) of class within every teacher’s reach. The name comes from the weblike diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another’s learning, and build community. It’s proven to work across all subject areas and with all ages, and you only need a little know-how, a rubric, and paper and pencil to get started. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners—college and career ready skills that serve them well in the classroom and beyond. Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that’s both revolutionary and truly inspiring. (shrink)

As scientists start to adopt machine learning (ML) as one research tool, the security of ML and the knowledge generated become a concern. In this paper, I explain how supervised ML can be improved with better data ontology, or the way we make categories and turn information into data. More specifically, we should design data ontology in such a way that is consistent with the knowledge that we have about the target phenomenon so that such ontology can help us (...) make the inductive leap. I do so by thinking through a thought experiment, Goodman’s New Riddle of Induction (Fact, fiction, and forecast, Harvard University Press, 1955). Goodman’s riddle helps flesh out three problems of induction: (1) the problem of equal goodies, that there are often too many equally good inductive results given the same data; (2) the problem of diverging performance, that these equally good results can give opposite predictions in the future; and (3) the problem of mediocrity, that when averaged across all equally possible datasets and tasks, no inductive algorithm outperforms any other. I show that all these three problems are manifested as real obstacles in ML practice, namely, the Rashomon effect (Breiman in Stat Sci 16(3):199–231, 2001), the problem of underspecification (D’Amour et al. in J Mach Learn Res, 2020, https://doi.org/10.48550/arXiv.2011.03395 ), and the No Free Lunch theorem (Wolpert in Neural Comput 8(7):1341–90, 1996, https://doi.org/10.1162/neco.1996.8.7.1341 ). Lastly, I argue that proper data ontology can help mitigate these problems and I demonstrate how using concrete examples from climate science. This research highlights the links between philosophers’ discussions of induction and implications in ML practice. (shrink)

The Power of Teaching: Readings on the Philosophical, Theoretical, and Practical Issues Associated with Teaching and Learning provides preservice K-12 teachers with a collection of curated readings that help them prepare for their future in teaching. The reader is divided into five units, each addressing one broadly defined topic in education. The first unit introduces readers to the multiple complexities associated with learning to teach effectively. The second unit contains four articles that explore a variety of pedagogical perspectives. (...) In the third unit, readers are provided with a brief survey of a variety of purposes that shape the overarching mission of schools. The fourth unit features five readings that address the importance of creating a safe and nurturing learning environment for all students. The final unit posits a successful multicultural approach involves self-reflection, a deep understanding of culture, and respect for culturally and linguistically diverse families. Designed to educate and empower, The Power of Teaching is an ideal anthology for courses and programs in K-12 education. (shrink)

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates (...) ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

We conducted focus groups to assess patient attitudes toward research on medical practices in the context of usual care. We found that patients focus on the implications of this research for their relationship with and trust in their physicians. Patients view research on medical practices as separate from usual care, demanding dissemination of information and in most cases, individual consent. Patients expect information about this research to come through their physician, whom they rely on to identify and filter associated risks. (...) In general, patients support this research, but worry that participation in research involving randomization may undermine individualized care that acknowledges their unique medical histories. These findings suggest the need for public education on variation in practice among physicians and the need for a collaborative approach to the governance of research on medical practices that addresses core values of trust, transparency, and partnership. (shrink)

Competence to enact responsible practices, such as recycling waste or boycotting irresponsible companies, is core to learning for responsibility. We explore the role of apps in learning such responsible practices ‘in the wild,’ outside formal educational environments over a 3-week period. Learners maintained a daily diary in which they reflected on their learning of responsible practices with apps. Through a thematic analysis of 557 app mentions in the diaries, we identified five types of app-agency: cognitive, action, interpersonal, (...) personal development, and material. Findings were interpreted from an actor-network perspective using the lens of ‘translation.’ To understand how apps enabled the learning of responsible practices, we analyzed app agency throughout four moments of translation: problematization, interessement, enrolment, and mobilization. Based on our analysis of how students’ app mentions changed over time, we further theorize learning as a sequence of subtranslations that form the larger translation process: learning as translation(s). Each subtranslation cycle is centered on enrolling a different set of human and nonhuman actors, with their competence, into the network. We contribute to the learning for responsibility field by showcasing how app-enabled learning may create real-life actor networks enacting responsibility, and by priming an actor-network pedagogy for ‘learning in the wild.’ We also contribute to the actor-network learning discussion by conceptualizing heterogeneous human–nonhuman competence and the first processual model of learning as translation(s). (shrink)

I draw on empirical results from perceptual and motor learning to argue for an anti-intellectualist position on skill. Anti-intellectualists claim that skill or know-how is non-propositional. Recent proponents of the view have stressed the flexible but fine-grained nature of skilled control as supporting their position. However, they have left the nature of the mental representations underlying such control undertheorized. This leaves open several possible strategies for the intellectualist, particularly with regard to skill learning. Propositional knowledge may structure the (...) inputs to sensorimotor learning, may constitute the outcomes of said learning, or may be needed for the employment of learned skill. I argue that sensorimotor learning produces multi-scale associational representations, and that these representations are of the right sort to underlie flexible and fine-grained control. I then suggest that their content is vitally indeterminate with regard to propositional content attribution, because they exhibit a kind of open-ended structure. I articulate this kind of structure, and use it to respond to the three intellectualist strategies. I then show how the perspective I advance offers insights for understanding both instruction and expert practice. (shrink)

Organizational learning can be described as a transfer of individuals’ cognitive mental models to shared mental models. Employees, seeking the same colleagues for advice, are structurally equivalent, and the aim of the paper is to study if the concept can act as a conduit for organizational learning. It is argued that the mimicking of colleagues’ advice seeking structures will induce structural equivalence and transfer the accuracy of individuals’ cognitive mental models to shared mental models. Taking a dyadic level (...) of analysis authors revisit a classical case and present novel data analyses.The empirical results indicate that the mimicking of advice seeking structures can alter cognitive accuracy. It is discussed the findings’ implications for organization learning theory and practice, addressed the study’s limitations, and suggested avenues for future research. (shrink)

Informed consent is at the core of the clinical relationship. With the introduction of machine learning in healthcare, the role of informed consent is challenged. This paper addresses the issue of whether patients must be informed about medical ML applications and asked for consent. It aims to expose the discrepancy between ethical and practical considerations, while arguing that this polarization is a false dichotomy: in reality, ethics is applied to specific contexts and situations. Bridging this gap and considering the (...) whole picture is essential for advancing the debate. In the light of the possible future developments of the situation and the technologies, as well as the benefits that informed consent for ML can bring to shared decision-making, the present analysis concludes that it is necessary to prepare the ground for a possible future requirement of informed consent for medical ML. (shrink)

This work explores a wide range of issues and questions in education, such as - how does education define the way people see themselves culturally? The authors discuss such topics as education and training, reflective practice and governance.

The lifeworld of the classroom -- Getting deep : the integrative biology of teaching and learning -- Preparation for teaching : "what can they experience in class?" -- Teaching as improvisational jazz : "to go somewhere to answer a big question" -- Free to learn : a radical aspect of our approach -- Student experiences of other students : "all together in this space" -- Transcending the classroom : student reports of personal and professional change -- Messing up and (...) messing about : student needs and teachers' adaptation of our phenomenological approach -- The contribution of our existential phenomenological approach to higher education pedagogy : implications for theory, research, and practice. (shrink)

Fairness in machine learning (ML) is an ever-growing field of research due to the manifold potential for harm from algorithmic discrimination. To prevent such harm, a large body of literature develops new approaches to quantify fairness. Here, we investigate how one can divert the quantification of fairness by describing a practice we call “fairness hacking” for the purpose of shrouding unfairness in algorithms. This impacts end-users who rely on learning algorithms, as well as the broader community interested (...) in fair AI practices. We introduce two different categories of fairness hacking in reference to the established concept of p-hacking. The first category, intra-metric fairness hacking, describes the misuse of a particular metric by adding or removing sensitive attributes from the analysis. In this context, countermeasures that have been developed to prevent or reduce p-hacking can be applied to similarly prevent or reduce fairness hacking. The second category of fairness hacking is inter-metric fairness hacking. Inter-metric fairness hacking is the search for a specific fair metric with given attributes. We argue that countermeasures to prevent or reduce inter-metric fairness hacking are still in their infancy. Finally, we demonstrate both types of fairness hacking using real datasets. Our paper intends to serve as a guidance for discussions within the fair ML community to prevent or reduce the misuse of fairness metrics, and thus reduce overall harm from ML applications. (shrink)