Breaking away from the traditional "neo-Aristotelian" view of metaphor, Liselotte Gumpel's ambitious study offers a new, "non-Aristotelian" approach based on the phenomenological semantics of Roman Ingarden and the semiotics of Charles S. Peirce. The author seeks to grasp the meaning of metaphor through an exhaustive exploration of meaning in language, from its acquisition by young speakers to its repeated origination in sound when spoken and in the visual sign when written. She identifies the fundamental semantic operations that differentiate (...) literal from literary use of language. Next, metaphor is examined in all of its semantic idiosyncrasies. Gumpel's theory culminates in the development of a functional or structural metaphor that can neither disappear nor "die." Applying the theory, Gumpel presents several textual analyses, relating the categories of argument, dicent and rheme to the use of metaphor by Brecht, Dickinson, and Celan. A final section provides an incisive critique of theories of metaphor from Aristotle to the present. (shrink)

The article offers an interpretivist analysis of China’s coexistence approach to developing the Responsibility to Protect norm concerning atrocity crimes against civilians. The English school’s con...

This article draws upon the Deleuzian/Guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre‐school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly, a child's apprenticeship of walking is associated here with the movements of a surfer. This association disturbs the orthodox thought of recognition and representation that makes us define, include and exclude (...) children who do not fit into pre‐established schemes of development and learning. What is created with the image of the walking child as surfer is a line of flight out of a territory marked by resemblance and error. This line of flight challenges the assumption of a theorist of good will, who with the best intentions knows what is best for children. (shrink)

This article draws upon the Deleuzian/guattarian idea of territorializing movements to trouble the notion of the identity of the learning pre‐school child, produced by developmental psychology, as an individual, natural and developing child as well as the more recent image of the child characterised by autonomy and flexible behaviour. Accordingly, a child's apprenticeship of walking is associated here with the movements of a surfer. This association disturbs the orthodox thought of recognition and representation that makes us define, include and exclude (...) children who do not fit into pre‐established schemes of development and learning. What is created with the image of the walking child as surfer is a line of flight out of a territory marked by resemblance and error. This line of flight challenges the assumption of a theorist of good will, who with the best intentions knows what is best for children. (shrink)

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences and events. (...) Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. (shrink)

This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through (...) taste. (shrink)

This article positions place within a phenomenological framework. Current philosophical inquiry shows little interest in place, yet academic disciplines concerned with spatial properties look to philosophy—and in particular phenomenology—to provide important contributions to overcome the limitations of quantitative methodologies, particularly with respect to sentiments of attachment to and identification with places. Seemingly, however, philosophy offers little support in this field. Place disappears from philosophical investigations during the Middle Ages and is replaced by considerations on space. Keeping the employment of phenomenological (...) approaches in other academic disciplines in mind, this article sets out to explore traces of a re-emerging interest in place among twentieth-century phenomenologists. It proposes a phenomenological approach to place in which there is a shift from regarding place in terms of a where to understanding what a place is in human experience. (shrink)

Managing aggression in mental health hospitals is an important and challenging task for clinical nursing staff. A majority of studies focus on the perspective of clinicians, and research mainly depicts aggression by referring to patient-related factors. This qualitative study investigates how aggression is communicated in forensic mental health nursing records. The aim of the study was to gain insight into the discursive practices used by forensic mental health nursing staff when they record observed aggressive incidents. Textual accounts were extracted from (...) the Staff Observation Aggression Scale-Revised (SOAS-R), and Fairclough’s Critical Discourse Analysis was used to identify short narrative entries depicting patients and staffs in typical ways. The narratives contained descriptions of complex interactions between patient and staff that were linked to specific circumstances surrounding the patient. These antecedents, combined with the aggression incident itself, created stereotyping representations of forensic psychiatric patients as deviant, unpredictable and dangerous. Patient and staff identities were continually (re)produced by an automatic response from the staff that was solely focused on the patient’s behavior. Such response might impede implementation of new strategies for managing aggression. (shrink)

We trained chickens to react to an average human female face but not to an average male face (or vice versa). In a subsequent test, the animals showed preferences for faces consistent with human sexual preferences (obtained from university students). This suggests that human preferences arise from general properties of nervous systems, rather than from face-specific adaptations. We discuss this result in the light of current debate on the meaning of sexual signals and suggest further tests of existing hypotheses about (...) the origin of sexual preferences. (shrink)

BackgroundThe experience sampling method is an increasingly popular data collection method to assess interpersonal dynamics in everyday life and emotions contextualized in real-world settings. As primary advantages of ESM sampling strategies include minimization of memory biases, maximization of ecological validity, and hypothesis testing at the between- and within-person levels, ESM is suggested to be appropriate for studying the daily lives of educational actors. However, ESM appears to be underutilized in education research. We, thus, aimed to systematically evaluate the methodological characteristics (...) and quality of published ESM studies of social interactions among children and adolescents in school settings, as well as to explore how much variance in social interaction variables could be attributed to the within-person level.MethodUsing Academic Search Complete, APA PsycINFO, APA PsycArticles, ProQuest, Web of Science, Wiley Online Library, and SAGE Journals, and in accordance with PRISMA guidelines and pre-defined eligibility criteria, we conducted a systematic literature search of experience sampling studies up to November 2020. To assess methodological quality, we used a modified checklist for reporting of ESM studies.ResultsOf the originally 2 413 identified studies, a final 52 experience sampling studies were included in the present review. Findings on sample and study design characteristics generally revealed wide variability. Even if high-quality studies were associated with higher scores on the training of participants in using the ESM procedure, and use of incentives, these design strategies did not reveal a statistically significant impact on compliance. The intraclass correlation coefficient was reported in nine studies and on average 58% of the variance in social interaction variables could be attributed to within-person fluctuation between timepoints.ConclusionThe current study is the first to systematically review ESM-based studies on social interactions among children and adolescents in the school context. These observations suggest that ESM is a potentially favorable technique for extracting complex social phenomena in real-world settings. We hope that this review will contribute to improving the quality assessment of ESM studies as well as to inform and guide future experience sampling studies, particularly regarding social phenomena with children and adolescents in educational settings. (shrink)