This study draws on the ecological perspective of teacher agency to examine the manifestation of English teachers' agency toward the ongoing curriculum reform in China and the factors that impact it. This study surveyed 353 high school English teachers and then collected data from three case study participants through in-depth interviews. The findings showed that the majority of teachers surveyed exhibited positive attitudes and beliefs about implementing the reform and inclinations to change, but the teachers also showed a constrained state (...) of agency in practice. Teacher agency developed as the teachers exerted sustained pedagogical change and reflection on reform-based practices. Through the findings, prior experiences and reform-oriented beliefs were found to mediate teachers' agency, and reform-related experiences were more influential than future goals in shaping agency. The factors of perceived school culture that involved teachers' interaction with students, colleague cooperation, and administrative support also medicated teachers' agency in practice. Implications are proposed for policymakers and school leaders to help teachers coordinate inconsistencies between high-stakes examination preparation and holistic education and make positive sense of professional development in the context of educational changes. (shrink)

The teacher self is a composite psychological construct which encompasses the cognitive, affective, emotional, and social dimensions of teaching. This qualitative study draws on Bakhtin’s concepts of dialogism, answerability, and addressivity to discuss how English language teachers negotiated the shifting and conflictive context to construct selves in relation to the promoted communicative language teaching approach. Based on narrative interviews and classroom observations with five tertiary English teachers in China, we found that these teachers were actively engaged in (...) the dialog with their prior learning experiences and active, responsive in answering their contexts while authoring selves in everyday teaching practice. The multiple-case study data support a Bakhtinian understanding that teachers are active users and producers of theory in their own right, highlighting teachers’ agency, creativity, and autonomy. Based on Bakhtin’s dialogism and the case study findings, we bring cognition, identity and practice together and conceptualize the teacher self as having multiple facets and layers: the autobiographical self, the discursive self, and the pedagogical self. The three selves are constitutive of the consummated whole of the teacher self instead of being separate entities functioning individually. The study is concluded with implications for language teacher education and teacher development. (shrink)

Background Respect is essential to providing high quality healthcare, particularly for groups that are historically marginalized and stigmatized. While ethical principles taught to health professionals focus on patient autonomy as the object of respect for persons, limited studies explore patients’ views of respect. The purpose of this study was to explore the perspectives of a multiculturally diverse group of low-income women living with HIV (WLH) regarding their experience of respect from their medical physicians. Methods We analyzed 57 semi-structured interviews (...) conducted at HIV case management sites in South Florida as part of a larger qualitative study that explored practices facilitating retention and adherence in care. Women were eligible to participate if they identified as African American (n = 28), Hispanic/Latina (n = 22), or Haitian (n = 7). They were asked to describe instances when they were treated with respect by their medical physicians. Interviews were conducted by a fluent research interviewer in either English, Spanish, or Haitian Creole, depending on participant’s language preference. Transcripts were translated, back-translated and reviewed in entirety for any statements or comments about “respect.” After independent coding by 3 investigators, we used a consensual thematic analysis approach to determine themes. Results Results from this study grouped into two overarching classifications: respect manifested in physicians’ orientation towards the patient (i.e., interpersonal behaviors in interactions) and respect in medical professionalism (i.e., clinic procedures and practices). Four main themes emerged regarding respect in provider’s orientation towards the patient: being treated as a person, treated as an equal, treated without blame or prejudice, and treated with concern/emotional support. Two main themes emerged regarding respect as evidenced in medical professionalism: physician availability and considerations of privacy. Conclusions Findings suggest a more robust conception of what ‘respect for persons’ entails in medical ethics for a diverse group of low-income women living with HIV. Findings have implications for broadening areas of focus of future bioethics education, training, and research to include components of interpersonal relationship development, communication, and clinic procedures. We suggest these areas of training may increase respectful medical care experiences and potentially serve to influence persistent and known social and structural determinants of health through provider interactions and health care delivery. (shrink)

This article search, from a situation of classroom, to interpret the reality of the processes of felt learning and constitution of a child in initial phase of acquisition of the written language. This passage will be constructed from the notion of similarity, language and experience in Benjamin and Agamben. For in such a way the one notion `inversion' of logic in the frequent way that we think the education and that we look at the school seems (...) necessary, in this perspective some axles if they become central offices, the first one is a look on the knowledge idea and to learn as in relation the notion of `to teach finally' and third, from an approach on infancy and a look on the film “The Villa” of Shiamallan, appears a necessity of ‘pedagogy of childhood’, that is, the indicative for walking for an education that of the pedagogy inferiorly. (shrink)

In this article, the meaning of concept of sharʿī science gained in the conception of education, which was established in Islamic civilization, was studied. The main problem of the research is to evaluate the idea of education in Islamic Civilization, which is closely related to the concept of sharʿī science, with a false perception that it consists entirely of religious education. The beginning of Islamic Civilization is traced back to descent of the Qur'an. The conception of (...) class='Hi'>education that started to emerge after this period is based on the understanding of the Qur'an and hadiths at first. In later times, a wide variety of fields, such as language, literature, logic, wisdom, riyāzat, nature, and astronomy, have been included in the concept of education to encompass the whole existence of the entity. In the following centuries, these fields, which were included in the course curriculum of the madrasahs, were examined in detail in the works of classification of sciences. Therefore, the false perception needs to be reconsidered. For this reason, the article focuses on how the concept of sharʿī science is defined. Historical data analysis method was used to solve the problem. The claim of the article is that the concept of shar′i science has wide perspective to cover the world of meaning, mind and essence of man. As a result, this article, it was determined that the concept of sharʿī science has a meaning to cover the majority of information fields that are subject to instruction in our educational conception.Summary: The formation of the conception of education in Islamic civilization has emerged in the long term through a scientific process. During this time, a rich curriculum on the concept of education was shaped. The sciences that form the curriculum have been diversified in later periods compared to the early periods of Islam. With the advent of the different sciences, which provided this diversification and which were not at first, all the existing sciences were classified according to different perspectives by the ulama (muslim scholars). In the classifications, which have important contributions to the conception of education, the sciences were tried to be introduced and their position in the education life was tried to be explained. The sciences classified have not been dealt with against each other but rather to complement each other in different ways. The distinction of sciences in classification; different approaches such as linguistically, religious, secular, mental, transportation, philosophical and sharʿī have been developed.The concept of sharʿī science, which can be expressed as a general definition of the sciences, is given in almost all of the works related to the classification of sciences, even under the name or different titles. When we look at the classification, it is seen that sharʿī sciences are handled in four different approaches. As the first approach, the sharʿī sciences are among the main elements of main division in the classification. Here, the sharʿī sciences, in general, with the linguistic sciences and mental sciences were included in the top title. In the second approach, there are works in their classification that do not include the sharʿī sciences and the distinction between it. In addition, these works collect the sciences within this scope under other scientific compositions or other names. In the third approach, among the works that give information about the general of the sciences, there are those who mentioned all together without classifying these sciences and others. In the last approach, the sharʿī sciences are seen as the upper description of the knowledge fields that are included in the teaching, which covers the majority of the other sciences except for the linguistic sciences.The approaches presented in the classification of sciences indicate the diversity of the issue. In order to have better understanding of the issue, it is useful to look closely at the meaning of the concept of sharʿī sciences. At this point, three definitions of 2nd, 4th and 12th centuries are given respectively. Firstly, for Jābir b. Hayyān sharʿī science is the most useful politics in terms of religion and the world, because it contains the benefits of the world's interests after death.Secondly, al-Ghazali (d. 505/1111) describes the sharʿī science as the knowledge learned from Şārī ʿ and prophets, but not by the experience and hearing. According to this, the sharʿī science is defined as the knowledge of the sunnah that only gives information about revelation. The information fields outside this definition are also considered as the sciences, which are instrumental in reaching to sharʿī science.The perspective of the third definition of sharʿī science is given by Saçaklızāde (d. 1145/1732). He lists the three definitions made before the time of his life from the specific (hās) to the general (ām). Saçaklızāde gave the aforementioned definition of al-Ghazali in the first sense of the concept of sharʿī science. He points out that the meaning given here is allocated. The second definition belongs to Molla Husraw (d. 885/1480). According to him, the sharʿī science is the sciences that can be reached through the sciences of the Şārīʿ. In other words, it is the sciences that are not used except for obtaining the sciences obtained from Şārīʿ itself. This meaning is a bit more extensive since there are no records as described in al-Ghazali. This definition is also included in the sciences benefited from it. Although it is not the first, there is usūl-i fiqh (Islamic legal theory) within this meaning.In the third definition, sharʿī science is the sciences that form the basis for things arising from Şārīʿ or originating from Şārīʿ. This definition belongs to Ibn Hajar el-Haytamī. He did not consider the partial allocation of the second meaning as given above, and included all the instrument sciences in the definition of sharʿī science. Based on the definitions he gave, three sharʿī science approaches made before the time he lived were listed from specific to general. Thus, in a sense, he depicts the general shape of the sharʿī science perspective. With the approach to generalization, we can say that a sharʿī science perspective that encompasses the majority of the fields involved in education is developing. In the third meaning of sharʿī science, it is seen that the majority of the fields of knowledge in education and training are gathered under one roof. The most important factor gathering the sciences together is the effort to understand the purpose of Şārīʿ, who owns the whole area of existence. The fields of knowledge and sciences needed to achieve this aim can be included in the definition of sharʿī science. The effort to understand the purpose of Şārīʿ is also at the center of the idea of Islamic education. Since there are various dimensions of being, each step taken to understand and learn them is directed in a way to Şārīʿ itself. Whether it is language and literary sciences or other sciences, such as mathematics, physics and philosophies, the aim is to recognize and understand Şārīʿ for the collection of things that fall within the scope of all educational activities. With sharʿī science approach, teaching the whole of the area of existence owned by Allah is possible within the concept of education. In the works written for the education curriculum, it is seen that the perspective covering the majority of the sciences in the definition of third sharʿī science is preserved. First of all, the meaning integrity of the sharʿī science concept has been determined. In the definitions of three different periods given here, it is seen that the approach to the sciences, which are the subject of instruction in education is not exclusive but inclusive. Especially because of the width in the third sense, the majority of the instrument sciences and mental science fields in the curriculum are included in the definition of sharʿī science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art EducationLeslie Cunliffe (bio)In order to get clear about aesthetic words you have to describe ways of living.Wittgenstein, Lectures and Conversations on Aesthetics, Psychology and Religious Belief1Language is a labyrinth of paths. You approach from one side and know your way about; you approach the (...) same place from another side and no longer know your way about.Wittgenstein, Philosophical Investigations2IntroductionThis article explores a Wittgensteinian approach for dealing with the meaning of works of art in the practice of critical and contextual studies in art education. The article is aimed at developing a methodology for eleven to nineteen year olds, known in the UK as the secondary phase of education, but the approach could be generalized to other educational phases.Henry Finch3 interprets four references to meaning found in Ludwig Wittgenstein's philosophy of language as a quadrant that combines the horizontal axis of meaning as physiognomies (the experiential and visual) and meaning as constructions (concepts, uses, science, and mathematics), with a vertical axis of meaning as imperatives (rule following, obligations, and law) and meaning as custom (ceremonies, myths, and ritual).4 The quadrant represents Finch's understanding of Wittgenstein's views about how language serves a different but complementary role in the way human beings engage [End Page 65] with meaning in the world and their place in it.5 Such meanings are embedded in social practices, including first-person responses to a physiognomy, although these start off as biologically primed reactions.Michael Luntley argues that Wittgenstein's philosophy of language and the related remarks on perception should be understood as setting conditions for the possibilities of judgment in "seeing the world aright, in taking the right attitude to the world"6 rather than simply mapping the possibilities of meaning, as the former underscores the role of will7 in the way meaning is actively witnessed and ethically processed by an agent. Having the right view is still only a view, but for Wittgenstein this amounted to an immense ethical and philosophical project to see things accurately and in correct relationship to each other. Such perspectival stances result from an agent's capacity to selectively engage with meaning, with a more unitary understanding resulting from criss-crossing the same territory from different points of view. Wittgenstein's four references to meaning can be thought of as forming four different points on a compass that direct the "self-as-will engaged with that which is independent of will "8 in a quest to see things aright. By extension, such an approach could be used in art education to enable students to develop the dispositions to see works of art aright.Marcia Eaton describes the tension between epistemic and interpretative approaches to the meaning of works of art in this way: "In which direction should one go? In other words, how can judgments which seem so personal (relative, subjective, etc.) also play a role in interpersonal (absolute, objective, etc.) language games?"9 Michael Podro gives a similar description of the apparent tension between a context-bound analysis of works of art and their irreducible and autonomous qualities as like "constantly treading a tightrope."10 Ralph Smith highlights the difference "between having knowledge about art and personally experiencing its presence and power."11Ben Tilghman12 advocates a Wittgensteinian way of going beyond these twofold approaches for understanding and interpreting art by focusing on the role that ponderable and imponderable evidence play in achieving the right stance when attempting to condense the meaning of works of art. Following Wittgenstein, Tilghman argues that a judgment based on imponderable evidence can often be supported by ponderable evidence, a process that is always linked to the relative experience, knowledge, and wisdom of the person making the judgment. Wittgenstein's four references to meaning could be thought of as points on a compass for directing the will in fittingness when endeavoring to understand the role and relationship of ponderable and imponderable evidence in any attempt to see works of art aright. But before these ideas can be... (shrink)

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world (...) in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Culturally Responsive Teaching in Music Education: From Understanding to Application by Vicky R. Lind and Constance L. McKoyEric ShiehVicky R. Lind and Constance L. McKoy, Culturally Responsive Teaching in Music Education: From Understanding to Application (New York, NY: Routledge, 2016).In the book’s penultimate chapter, titled “Community,” we encounter a teacher who agrees to a student’s request to start a mariachi band and gets “more than he (...) bargained for.”1 We hear from a teacher who seeks a greater understanding of the context for her Black students and finds herself the only White person in many of the community events she attends. We learn about a teacher who has her marching band, predominantly comprised of Latinx students, march in annual Korean and Black community parades in the city and why she does this. What to make of these stories—inspiring, provocative, suffused with honesty? I found myself restless to share these narratives with my own teaching colleagues, to ask not simply “What do you see happening here?” but also “Where would something like this take us?”What is notable about Vicky Lind and Constance McKoy’s achievement here is that they have given us a very full book and one that provides many different points of entry—stories and theories and activities and questions—through which to engage with ideas of culturally responsive teaching. In just under 150 [End Page 210] pages with index and references, the book encompasses four chapters that review various academic traditions connected to culturally responsive teaching, concludes with three chapters that relay narratives and vignettes from K-12 music teachers, and includes throughout lists of reflection questions and teaching strategies. The primary audience is pre-service and in-service K-12 music teachers. If a key requirement for culturally responsive teaching is continuous reflection over the impacts our pedagogies have on our students and ourselves as teachers, this book’s wide-ranging engagement is indeed a welcome one.What I offer here in terms of review, then, is first a consideration of the book’s various components and where they might lead us. Second, I bring its ideas of cultural responsiveness into dialogue with ideas more commonly found in anti-racist and social justice approaches to education—traditions the book does not directly engage with but which certainly have a place in conversations around it. This is a particularly relevant time, I suggest, to engage with questions of cultural responsiveness alongside perhaps more politically-minded approaches: this book will be read, I hope, by teachers grappling with our age of renewed and visible racial struggle, increased forced migration, and cultural insecurity.The first half of the book is explicitly dedicated to “understanding” culturally responsive teaching. Its chapters present a historical overview of its conceptual development, explicate the centrality of culture and cultural competence to teaching, and discuss the connection between music and identity in young people. The authors center their conceptualization of culturally responsive teaching around Geneva Gay’s framework, outlined in her Culturally Responsive Teaching, as “using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them.”2 “Effective,” here, is understood broadly and includes academic competence, self-efficacy, social critique, and the freedom to be “ethnically expressive.”3In laying this foundation, the authors negotiate thoughtfully a number of tensions inherent in this work that are too often simplified in the classroom. They recognize, for example, the need to acknowledge culture as a category through which human experience is mediated, but also one that too easily gives way to stereotyping. When discussing issues of music and identity they remind readers that musical identities are multiple and suggest that musical identities might be viewed as both “bottom-up” and “top-down”—constructed through a variety of ongoing experiences as much as they are constituted by national or ethnic affiliation.4 They also do not shy from language such as “high expectations” and “academic competence” when discussing the need for comprehensive and supportive classrooms, despite the uneasiness with which these terms often sit in arts education and alongside purposes of engendering social critique... (shrink)

Bourdieu and Education details the practical applications of Bourdieu's theories in a series of specific pedagogic research studies, showing how his ideas can be put into practice. Language, gender, career decision-making and the experience of higher education students are all covered. Questions are also raised concerning research methodology. The authors also examine Bourdieu's interest in the position of the researcher within the research process. Bourdieu's influence is traced in aspects of both theory and practice. Finally, principles, (...) approaches, methods and techniques that may be derived from Bourdieu are suggested, and assessed, for practical use in research. (shrink)

The opposition between learning as a process of self-cultivation and learning as a form of vocational training for the workplace is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between Bildung and Ausbildung (...) by deploying a conception of play that suspends the pragmatic demands of everyday existence. We argue that when learning activities are envisaged as a form of free-flowing, playful exploration, skills-based language training can be understood as an experience of Bildung in which the language learner creatively renegotiates their own identity through an encounter with both their own values and those of the target culture. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Drama in Aesthetic Education:An Invitation to Imagine the World as if It Could Be OtherwiseFlorence Samson (bio)Maxine Greene, philosopher-in-residence for the Lincoln Center Institute (LCI), suggests that through aesthetic education "new connections are made in experience: new patterns are formed, new vistas are opened. Persons see differently, resonate differently." As Rilke wrote in one of his poems, and as quoted by Greene, "they are enabled to (...) pay heed when a work of art tells them, 'You must change your life.'"1 Greene interprets Rilke's words to mean that "a work [of art], when fully perceived and carefully attended to, makes a demand upon beholders—a demand that they change, look with new eyes, hear with new ears, become something they have not been before."2 Greene believes that "the perceiving, the noticing [about which Rilke spoke] are enhanced," for in the process of "[o]pening ourselves as perceivers to the work, entering into it kinaesthetically, we free ourselves to grasp it in its vital fullness and complexity."3This life change, to which Rilke refers, occurs as we take into our own being the experiences of others and realize that not everyone sees the world as we do. As we look critically at ourselves and our complicity in situations that position people as "other," we are moved to imagine that the world could be otherwise.Curriculum, Change, and Aesthetic EducationAesthetic education, an inquiry-driven engagement with a work of art, can be a catalyst to bringing about change. The aesthetic education experience consists of a number of components. LCI agrees upon a repertoire of "works of art" deemed likely to fulfill the requirements of engagement and inquiry. These may include, but are not limited to, music, drama, and opera performances, and mask, photo, and art exhibits. For each work of art, the LCI [End Page 70] researchers and other staff prepare a resource binder, entitled Windows on the Work. The teacher educator has several meetings with the teaching artist assigned to that work to develop the questions that will power the inquiry process, determine the structure and activities of the pre- and sometimes post-performance classes, and guide the students in their engagement with the work of art.I have included an aesthetic education experience program each term in my graduate and undergraduate elementary and early childhood education courses. My course outlines describe this component and the related student assignments. For the fall 2004 course, I chose Ping Chong's Secret History: Journeys Abroad, Journeys Within.4 This drama documentary, written and directed by Ping Chong and Leyla Mordirzadeh in collaboration with Sara Zatz, was directly related to one of my course goals—teaching for equity and social justice. This involves providing teachers with opportunities to "engage in productive dialogues about both inequities and possibilities for social reconstruction in the communities within which they and their students are developing."5Ping Chong & Company was founded thirty years ago "to create innovative works of theatre and art that explore the intersection of race, history, culture, and technology in the modern world."6Ping Chong, Insider/Outsider, and His Approach to TheatreCanadian-born and New York-reared Chong—theatre director, choreographer, and video and installation artist—is "fascinated and disturbed by the position of the outsider, the person made to feel 'other' in a society" and "probe[s] the drama of those pushed from one culture to another."7 He has done extensive research on both immigrants and refugees and recognizes that there is a psychological difference in the trauma experienced by members of both groups in the transition from one culture to the other.Chong's unique "talk, reveal, and seek to understand" approach to theatre "moves us toward unification, toward diminishing the barriers between peoples, and thus toward embracing all that is good in civilization."8 His work is grounded in his experience of sharing a common ethnicity and language with his community in Chinatown and occupying the position of "other" as the only Chinese student in his high school. Because of his experience of being "other," Chong has "a real kind of empathy and connection" with his projects.9 He considers... (shrink)

The article covers the simulation approach as a part of communicative-oriented teaching, where its main task is to remove psychological barriers in education leading to the fast and effective language learning. The main aim of this method is to provide a life experience through the modern educational environment. Modeling creates situations which helps us to try other strategies while sinking into screenplay. An example in the article we consider a linguo-didactic resource "Время говорить по-русски". The research (...) relevant is vivid: the traditional forms of education are being replaced by the modern technologies. (shrink)

The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical (...) purposes of daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school, home school, mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life. (shrink)

This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other (...) ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for ‘bivalent’ theorising which integrates individual and institutional development and agents and social structures. (shrink)

Arabic literacy skills are essential for Muslim learners to comprehend religious texts; however, when trying to improve these skills, students face numerous obstacles that require immediate attention. This study aims to develop and evaluate an Arabic learning model designed to enhance the capability of students in Indonesian boarding schools to read religious books. The research follows a three-stage approach: introductory study, model development, and model validation. The study takes place in Al-Jawami and Al-Falah boarding schools in West Java Province, (...) Indonesia. These schools were selected due to the emphasis they place on the Arabic reading skills needed for comprehending religious scriptures. The research employs the research and development (R&D) method, involving 80 students. A three-time experimental test compared the learning outcomes of students in the experiment group (EG) using the new model with those in the control group (CG) using the existing model. Data analysis utilized both qualitative and quantitative approaches, employing t-test statistics. Results indicated significantly higher effectiveness in the treatment group, demonstrating that the Arabic learning model utilized in this study effectively enhances the reading capacity of students. Additionally, student perspectives on the developed model were sought, revealing a highly positive response. The majority of students expressed satisfaction with the model's impact on their reading skills and demonstrated enthusiasm for self-directed Arabic learning. Overall, the research contributes valuable insights into effective Arabic language education strategies, with the developed model proving to be a successful approach in enhancing students' reading proficiency in religious texts. (shrink)

This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other (...) ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for 'bivalent' theorising which integrates individual and institutional development and agents and social structures. (shrink)

This paper seeks to establish the reflexive fundamentals about the importance of language in initiave-functional college education, with the general objective of finding and developing categories that allow synthesizing schemes of different approaches to language, in order to contribute to the teaching practice with discourse analysis -/- techniques, which favor processes that promote the pupils’operative intellectual habits. To present this, we will show some propositions that underlie didactic strategies we have used, to motivate, stimulate, and provoke participation (...) from the students in the teaching-learning process of the topics raised in the different subjects that integrate the Sciences of Communication course at the National Autonomous University of Mexico (UNAM). -/- Therefore, the aim of this exposition of causes is to define: 1) our experiential context so to make explicit the limitations and challenges we experiment with and face in this academic exercise to provoke the pupils’ amazement or at least keep their interest; and 2) the theoretical assumptions that underlie our investigation about the relationship between observed language (system) and lived language (act). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Experience, Embodiment, and History: Remarks on Waldow’s Experience EmbodiedDario Perinetti (bio)Anik Waldow’s Experience Embodied delves into what she calls the “early modern debate on the concept of experience.”1 In her rich and wide-ranging account, she shows how a group of key early modern philosophers dealt with a puzzle regarding the connection between the subjective and objective aspects of experience. The puzzle stems from the (...) fact that experience reveals as much about the experiencing subject as it does about the experienced world. Waldow believes that a one-sided focus on the role of “the way of ideas” in shaping the subjective aspect of experience has distorted our understanding of early modern views on experience.According to the traditional reading, the puzzle presents an intractable challenge to early modern philosophers. For if we experience the world through ideas, and ideas are internal mental states, it becomes difficult to reconcile the explanations required for the psychology of our mental states with those needed for the natural sciences dealing with objective states of affairs. But, so Waldow claims, the challenge can be successfully faced once we understand experience as embodied: “We have to think of experience as embodied to do justice to both explanatory requirements, because it is the body that connects the experiencing mind and its subjectivity with the factual realm of the world.”2Waldow disputes the commonly held view that early modern philosophers saw experience as an interaction between mind and world. She contends, instead, that most early modern philosophers understood experience as embodied. The thesis is presented through a series of “case studies” or “snapshots.” These snapshots focus on the way Descartes, Locke, Hume, Rousseau, Herder, and Kant accounted for the [End Page 319] embodied dimension of experience. The case studies are noteworthy because they succeed in revealing the significance of embodied experience for the authors in question. Waldow manages to expose the significance of embodied experience by focusing on the connection between the authors’ central philosophical views and their views on topics like education, the psychology of emotions, and history, which are often considered of lesser interest by contemporary philosophers.For example, in chapter 1, Waldow argues that connecting Descartes’s mind-body dualism with his understanding of reason as a tool for human self-determination and agency, makes it possible to see how, contrary to commonly held assumptions, Descartes’s dualism aligns well with an understanding of experience as embodied. This weakens the view that Descartes defended a conception of reason as disembodied, and instead, allows for a reading of Cartesian philosophy as aligned with a more naturalistic picture of human nature. In her chapters on Hume and Herder, Waldow sheds light on the way these philosophers perceived reason and experience as deeply rooted in bodily sensibility, as well as in historically shaped moral attitudes and social norms. This focus on embodied experience is central for highlighting how, in different ways, these philosophers endorsed the naturalistic project of understanding the human place in nature. Building on these results, Waldow approaches the problem of the relationship between naturalism and the methodology proper to philosophy from a different and original angle. Her final chapters on Herder and Kant present two ways of understanding the connection between philosophy and the empirical sciences. In her view, Herder advocates for a naturalistic methodology as a way to provide answers to deep metaphysical questions, as well as to empirical questions related to human nature and its connection to culture, society, and history. Unlike Herder, Kant appears as promoting a form of methodological dualism that distinguishes conceptual questions regarding the structure of experience from empirical questions regarding the experience of concrete, embodied human beings. Waldow succeeds in highlighting this contrast between two methodological approaches, thanks to a journey that takes us through the canonical texts of these two thinkers, as well as through less frequented texts such as Herder’s work on the origins of language and Kant’s writings on anthropology, geography, natural history, and history. As can be seen, Waldow’s book not only provides a valuable insight into the significance of embodied experience in early modern philosophy, but also offers refreshing and unexpected readings of the... (shrink)

The importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, (...) we carry out a systematic revision of state-of-the-art literature consisting of 26 blind peer-reviewed empirical studies selected from several databases that address our main research question, namely, which specific roles and forms of digital technology can be identified in the existing literature that support collaborative creativity in language education. Results show that the features of digital technology unfold a range of learning opportunities in language education and can play three different roles in promoting collaborative creativity: as a tutoring device that guides the implementation of key co-creation skills; as a tool that enables and shapes the development of co-creative thinking skills; and as a medium that creates rich and resourceful environments to stimulate the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners with key competences to approach complex problems in a globalised and hyper-connected world. Finally, this paper may contribute to developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed (...) the participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

The Routledge Handbook of Language and Emotion offers a variety of critical theoretical and methodological perspectives that interrogate the ways in which ideas about and experiences of emotion are shaped by linguistic encounters, and vice versa. Taking an interdisciplinary approach which incorporates disciplines such as linguistic anthropology, sociolinguistics, applied linguistics, psychology, communication studies, education, sociology, folklore, religious studies, and literature, this book: explores and illustrates the relationship between language and emotion in the five key areas of (...) language socialisation; culture, translation and transformation; poetry, pragmatics and power; the affective body-self; and emotion communities; situates our present-day thinking about language and emotion by providing a historical and cultural overview of distinctions and moral values that have traditionally dominated Western thought relating to emotions and their management; provides a unique insight into the multiple ways in which language incites emotion, and vice versa, especially in the context of culture. With contributions from an international range of leading and emerging scholars in their fields, The Routledge Handbook of Language and Emotion is an indispensable resource for students and researchers who are interested in incorporating interdisciplinary perspectives on language and emotion into their work. (shrink)

In this essay, Soyoung Lee explores the theme of mourning as a way of attending to a fundamental aspect of human experience that is bound to negativity. The essay helps readers to see that experience in a different light by drawing on what is shown to be an internal connection between mourning and having language. The dominant culture of contemporary education is preoccupied with management and control, and this renders hollow the understanding of the negative (...) class='Hi'>experience children go through. Such experience, if it is acknowledged at all, is regarded as requiring intervention and perhaps correction. Yet negative experience, as Lee tries to show, is the very source of personal growth. This is to take human experience as wounded, and the wound as the very place for the creation of our own words. A hasty approach toward an individual's suffering, whether in the name of “healing” or “knowledge,” becomes a suppression of voice. In its denial of the otherness within the self, it neglects the possibilities of self-transformation. The essay pursues these ideas through a reading of contrasting works of art: some poetry by Paul Celan (in conjunction with Jacques Derrida's response to it) and Still Walking, a film directed by Hirokazu Kore-eda. Both artworks deal with their own wounds and words in ways that are instructive. (shrink)

Understanding dental ethics as a field separate from its much better known counterpart, medical ethics, is a relatively new, but necessary approach in bioethics. This need is particularly felt in dental education and establishing a curriculum specifically for dental ethics is a challenging task. Although certain topics such as informed consent and patient rights can be considered to be of equal importance in both fields, a number of ethical issues in dental practice are only remotely—if at all—relevant for (...) medical practice. Therefore, any sound approach to education in dental ethics has to recognise the unique aspects of dental practice in order to meet the needs of dental students and prepare them for the ethical challenges they may face during their professional practice. With this goal in mind, this paper examines the approach of the authors to dental ethics education and proposes a system to organise the topics of biomedical ethics for dental education. While the authors' perspective is based on their experience in Turkey, the proposed system of classification is not a rigid one; it is open to interpretation in other contexts with different social, cultural and professional expectations. Therefore, the paper also aims to inspire discussion on the development of an ideal dental ethics curriculum at an international level. (shrink)

In the decision of modern problems of education and, first of all, removal of extreme measures of unification and autonomic of its development the significant role is got with strategy of optimum forming of a harmonious parity of sensual and rational approaches in the organization and conducting educational processes in preparation of youth for a life. Educational process is indissoluble unity sensual and rational as preparation of the person for a life it is necessary includes as purchase versatile and (...) a profound knowledge and skills, and the certain personal attitude (feelings, behaviors) it to the world, other people and to itself. If sensual approaches are characterized mainly by problems of formation of practical knowledge of the person about the validity, progresses of its first-hand experience and the attitude to a life within the limits of culture of the nearest environment rational approaches at the most are focused on progress of intelligence of the person, on formation of its capacity completely to capture and interpret great volume of the information. Both that, and another approaches contain the dignity and the lacks. Therefore, in rational strategy of education scholastic theoretical speculations quite often replaces everyday, practical knowledge. As a result, the person not always correctly understands and estimates the importance of the decision of those or other problems in sphere of the activity and development of the country.Rational approaches dominate over modern education systems. Rational domination in educational processes shows that there is a gap between scientific and personal models of an image of the world of the modern person. All this considerably affects moral consciousness of modern youth and its civil socialization. For this reason, it is important to lead at reforming education systems to conformity (harmony) of sensual and rational approaches. (shrink)

Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners (...) to the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices. (shrink)

The experience value of online education is a hot topic in both theoretical and practical circles, but research on its mechanism of action is limited. Therefore, this study systematically investigates the relationship between brand image, experience value, and continuance intention through a theoretical analysis of brand image, and discusses the boundary role of effective commitment in it. In this study, 475 users were used to conduct structural equation modeling analysis. The results of the study found that (...) class='Hi'>experience value had a positive and significant effect on user continuance intention under the significant influence of brand image, but affective commitment did not play a positive moderating role in the relationship between experience value and continuance intention. This study examines the mechanism of the antecedents and consequences of experience value, and provides a new direction for the construction of online education and the development of online education and marketing strategies. (shrink)

As a sub-realm of Language Teacher Psychology, teachers’ professional agency has gained significant attention from educational practitioners and teachers. The aim is to better discern teachers’ professional development and teaching effectiveness with a view to ensuring the quality of language teaching. International literature concerning teachers’ professional agency has noted a shift from knowledge training to vocational development in relation to teachers’ experience in decision making. Yet, little research so far has scrutinized this specific issue in Chinese university (...) settings, and the real picture of teacher agency needs further exploration. Besides, the multidimensional and complex nature of agency identifies the overwhelming research work in understanding its contents in detail based on the previous perspectives from individuals, society, and time. To this end, the ecological understanding of professional agency reframed the theoretical basis of this study, prone to explore how teachers’ experience could be examined in relation to individual capacity, resources, and structural and contextual variables. The study was conducted in Chinese university settings in response to the research gap related to understanding professional agency. Quantitative and qualitative data from questionnaires, interviews, and classroom observations with 116 university teachers in China demonstrated that the enactment of professional agency rested on the interplay between temporal contexts, teacher capacity, and beliefs, especially in the instructional community. The findings revealed that university teachers at different stages of career development manifested variability in exercising their professional agency in relation to adapting or adopting existing teaching concepts, methods, or approaches. Mounting evidence revealed some enablers and constraints in relation to formative assessment, time impact, classroom interaction, and school culture. Emphasizing the interaction between individuals’ ability and their engagement with the professional environment, the findings provide insights into theoretical implications associated with ecological theory and enhance the practical discussion about promoting professional development for novice, mid-career, and veteran English teachers at the university level. (shrink)

This literature review focused on effective teaching strategies for children with Attention Deficit Hyperactivity Disorder (ADHD) in classrooms where English as a Foreign Language (EFL) is taught, which is undoubtedly a novel and crucial issue that demands immediate attention. This review not only concentrates on identifying the teaching strategies used for students with ADHD but also delves into and considers different teaching approaches and inclusive education adaptations for students with ADHD. The impact of this review might be significant (...) for educators, parents, and stakeholders alike since it could provide valuable recommendations and knowledge based on the evidence gathered. This would lead to developing more effective, efficient, and inclusive teaching strategies or mechanisms for students with ADHD. Programs aimed at teacher training could also benefit from the findings of this review, contributing to the general support and improving the academic experience of students with ADHD in foreign language learning environments. (shrink)

Purpose This study aims to analyse how first-year undergraduate audiovisual communication students assess the credibility and reliability of information on Wikipedia in Basque and analyse whether the experience of being a Wikipedia editor helps to improve students’ perceptions of Wikipedia’s trustworthiness. The purpose of this project was to help students to better understand the credibility mechanisms of Wikipedia in Basque regarding the work of editing and creating entries. Do students’ perceptions about how reliable Wikipedia is change if they receive (...) training as Wikipedia content editors and understand Wikipedia’s credibility mechanisms? What are their perceptions about the credibility of Wikipedia? Design/methodology/approach The authors observed and analysed students’ behaviour and perceptions when creating Wikipedia articles and learning about the process of evaluating Wikipedia. This research was carried out at [masked for review] over four consecutive years, where 188 students in the Degree Programme in Audiovisual Communication participated through a questionnaire and in-depth interviews. Findings After the experience of creating content on Wikipedia and learning about Wikipedia’s credibility mechanisms experientially, the majority of students reported that their perception of Wikipedia’s credibility had increased, and 70% of students believed Wikipedia to be reliable or more reliable than expected. A smaller number of students stated that understanding Wikipedia’s editing processes decreased their perception of Wikipedia’s credibility. Practical implications This project will lead to a better understanding of the performance of students in editing content on Wikipedia and of the impact that this editing experience has on students’ perceptions of credibility with respect to Wikipedia. It will make it possible to better incorporate Wikipedia content editing into the learning processes of students and citizens. This study provides interesting keys to improving the reliability and credibility of Wikipedia among students. Social implications As the study examined Basque Wikipedia, it has important social implications since Basque is a minority language and Wikipedia is the main sources of information for students who study in Basque. Originality/value The authors have been analysing the credibility of information in general and that of information on Wikipedia in particular since 2010. Based on this experience, the authors decided to design this study so that it was carried out while the students were creating and editing Wikipedia content as part of a project in their educational curriculum. Furthermore, the study expands the body of research carried out to date by incorporating the perspectives of media studies students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and LearningSean PenderelMusic Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning, edited by David K. Lines. Malden, MA: Blackwell Publishing, 2005, 150 pp., $34.95 paper.Music Education for the New Millennium is a 150-page collection of essays focused mainly upon philosophical introspection into the current condition of (...) the profession. Within this volume there are eight philosophic essays and one quantitative research article, by Alastair McPhee, Peter Stollery, and Ros McMillan. Other essays, beyond the work of the editor, were contributed by Thomas Regelski, Wayne Bowman, Robert Davis, Lucy Green, David Elliott, Constantijn Koopman, and Janet Mansfield. This collection contributes to our contemporary quandaries about aesthetics and praxialism in addition to adding pertinent questions for both philosophy and music education.The overall purpose of this volume is to stimulate thinking in ways not accounted for in the classroom or studio environments and expand upon the broader discourses impacting the profession and society (3). Given that Lines organized this volume as a collection about a specified theme, I will approach this review threefold. First, I will examine overall features that were promising and those that were disappointing. Second, each chapter's contributions will be examined in light of the aim of the volume. Lastly, each essay will also be examined for its contributions apart from the volume, due to the fact that all of the works can stand alone.Within this framework, six themes continually emerged throughout the essays. These themes involved the use and abuse of musical meaning; the construction of musical meaning and understanding; language used within advocacy; the difficulties presented by both aesthetics and praxialism; the problems posed by our focus upon psychology; and lastly, the "what works" mentality of efficient systems. These themes are incredibly relevant to the contemporary discussion surrounding music education in addition to benefiting the whole of the profession. In some fashion or another, each author confronts one to many of these issues efficiently and effectively, to the point that the volume and its aim is solidified within Bowman's essay, "Music Education in Nihilistic Times." As a negative point, however, an internal organization around these themes never seems to appear, and without this the volume lacks a certain flow; each chapter stands alone. Although internal organization is petty globally for this volume, it does affect its readability.Regelski's essay appears first and critiques both traditional aesthetics and praxial philosophy. Interestingly, he weighs the potential dangers posed by both and drifts toward the notion of praxis while maintaining a certain aesthetic influence within his philosophy. Through music education's abuse of aesthetics, Regelski chronicles the elevation of experience beyond societal values of participation, production, and the process of music creation. Due to this, the profession has been subject to a certain dependency upon the positive aesthetic experience rather than on the participatory process of education. Furthermore, he notes that aesthetics, when stretched to its philosophic extreme, has had a tendency to become exclusive and elitist. I liken [End Page 117] this to the Gnostic practices within early Christianity. This sect valued a spiritual/aesthetic experience and its resulting "enlightenment," which occurred during a state of ecstasy, to the point of elevating those who had experienced this moment beyond those who had not.To curb this movement, Regelski suggests redefining aesthetics in the tradition of Dewey and Wittgenstein rather than that of Kant. In the former, the aesthetics are tied directly to the using of the object, or the practice of doing and creating. In contrast, in the Kantian tradition, which has dominated music philosophy, the experience becomes removed from the practice and is elevated to a position of esteem, beyond that of understanding. Likewise, praxialism, when taken to its extreme, has the potential to suffer from breadth without depth, which may result in a loss of content and depth of understanding. Regelski suggests that what needs to occur is a balance of depth and breadth with a focus on the development of musicianship. If this occurs then the experience will become valued as a result of participation in the... (shrink)

Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three (...) approaches: one that focusses on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. (shrink)

In the context of a global pandemic that started in 2020, the Chilean higher education institution Universidad Andrés Bello faced the challenge of giving continuity to its already established blended program for English courses while also starting the implementation of a high-stakes certification assessment for its students using the Test of English for International Communication Bridge. This study sought to evaluate how much of a mediating factor online teaching presence could be in the context of test preparation within a (...) language course in aspects related to autonomous learning and perceived learning outcomes. A mixed-methods approach was used. It included a survey applied to 1,642 eligible students of the English program. These quantitative data were complemented with students’ comments and teacher interviews. After triangulating quantitative and qualitative data, teaching presence was clearly perceived to be a relevant aspect of the online experience in the studied courses. However, both students’ and teachers’ voices evidenced pervasive challenges and tensions that hinder the potentially transformative benefits that online learning is expected to bring about. (shrink)

A literature search indicates an absence of research into boy’s experiences of physical education in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school. The data were analyzed with QSR NVivo 10, focused on (...) creating categories of meaning, in which students’ experiences were taken as subjectively true. The data are based on subjective constructions, which students constructed as part of their own interpretations and reflections on what had occurred in PE at the school. Results of the study came out in the form of three main findings. Two of those relate to a negative experience and the third to a positive experience of PE. The boys mostly felt that they are physically superior and have to consider the girls. Furthermore, the boys reported little challenge and feelings of mastery while being together with passive girls who are allowed to choose the activities. However, the boys found it easier to show off in front of the teachers and classmates when there were just a few boys in the class. The results are discussed in relation to gender-related theory on how the respondents are producing a traditional male gender in PE through their mastery, strength, and ambition to compete. We suggest a new approach of teaching that is more student-centered. A strategy could be to include other activities than sport-based activities into PE – activities that do not require strength and other athletic skills leading to feelings of hegemonic masculinity. A larger focus on social interactions during PE classes – activities in which students’ sex is not as important as in traditional teacher- and sport-centered PE classes, may be a good strategy. (shrink)

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what (...) it means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about. (shrink)

O estudo consiste na discussão da perspectiva larrosiana do conceito de experiência, a partir do livro Tremores. Partiu da pergunta: O conceito de experiência como acontecimento fundamenta a necessidade de uma nova língua educacional? O método tratou de pesquisa bibliográfica que teve o início na revisão de literatura sobre o tema, análise sistemática do livro Tremores, da mesma forma que problematização em torno do conceito de acontecimento em Martin Heidegger e de experiência em Walter Benjamin. Como resultado, o conceito de (...) experiência se expressa como raridade e deve ser pensado como acontecimento capaz de trazer novos sentidos. Para Larrosa, pensar novos sentidos é pensar novas realidades, tendo como base os sentidos gerados pelos mecanismos de subjetivação que existem em cada indivíduo. Sendo o sentido individual e subjetivo, é responsável por mostrar a cada indivíduo uma forma de experiência. Assim, a aposta diz respeito à necessidade de se repensar as linguagens, das quais emergem o mundo de cada indivíduo, e, além disso, de pensar a pedagogia como transformadora do que já existe por meio da linguagem. A linguagem possibilita a compreensão de si e do outro, em uma realidade abstrata que se perdeu das palavras e se distanciou da verdadeira experiência e do mundo real, enquanto acontecimento. Por derradeiro, o estudo demonstrou a necessidade de uma nova língua para a educação em Jorge Larrosa, como necessidade de fortalecimento da potência que habita entre aqueles que escutam e aqueles que falam, dos que não desejam colocar fim à identidade do sujeito, destruí-la, mas dar possibilidades para que a identidade se abra a novas significações, a fim de construir o acontecimento, a abertura e o conhecimento. (shrink)

This paper highlights the results of a theoretical analysis aiming to prove that the key dimensions of Global Competence framework as proposed by OECD in 2016 are integrated in the so-called Pedagogy of Communion: the educational approach sprouted from the experience of Chiara Lubich and the Focolare Movement. The socio-ontological intelligence theoretical model may represent a valid support to all parties interested in developing the emerging OECD Education 2030 Framework aimed at establishing a common grammar and (...) class='Hi'>language, to support the design of curricula fostering the development of global competence. This theoretical reference framework used for the analysis proposed in this paper is an updated version of the Model of Social Intelligence, integrated with an ontological perspective. (shrink)

Despite having international and national legislative frameworks and policies that guarantee children’s rights and encourage their participation in matters affecting them, consulting children has received scant scholarly attention in the African context. Notwithstanding this state of affairs, it is important to ask whether, in keeping with growing progressive practices, having children as active researchers is a feasible goal to achieve and, if so, how might this be possible. Drawing on Swartz and Nyamnjoh’s framework of research existing along an emancipatory continuum, (...) we argue for practical, methodological interventions to bridge the researcher–researched divide. We show, using four case studies, how giving children a voice – a key feature of emancipatory research – as participants in educational research has the potential to afford them space to co-enact the research and develop their sense of agency. The four case studies were drawn from investigations of lived experiences of orphaned children and conceptions of education quality in South Africa; consulting children about sex and HIV/AIDS education in South Africa, Tanzania and Kenya; a study of a community-based peer education programme in South Africa and language and mathematics skills assessments in a large-scale study. Within each case, we evaluate the extent to which the research methods used aims for and achieves children’s participation and emancipation and offer ways to overcome challenges for adopting emancipatory approaches in the schooling sector from ethical, policy and political perspectives. The article concludes with recommendations for implementing emancipatory methodologies in educational research involving children. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A View on the Future of an International Philosophy of Music Education:A Plea for a Comparative StrategyFrede V. NielsenIn the preface to the revised edition of my book, Almen musikdidaktik (The General Didaktik of Music) published in 1998, I wrote that the bibliography had been supplemented with a great deal of music education literature that had been published since the first edition of the book came out (...) in 1994. I drew attention in particular to, among other things, the journal Philosophy of Music Education Review, which began in 1993. I found that publication of this journal was significant and interesting not least because it continuously supplemented the approach to a theoretical and philosophic music pedagogical reflection with new English language literature. At the same time, it provided an opportunity to ask what sort of concepts and phenomena 'the philosophy of music education' and 'the philosophy of music teaching and learning' really are and what sort of functions they can have in relation to practice-oriented music education, including the education of music teachers. Therefore, the publication of PMER was a great step forward. But, like all such steps, it also revealed interesting issues and raised new questions. [End Page 7]In the Scandinavian countries too the research-based and theory-oriented music education literature has grown considerably since the early 1990s. This is the result of local initiatives in individual countries as well as Nordic cooperation in the form of the Nordic Network for Research in Music Education, which was formalized and institutionalized in 1992. The publication of the network's yearbooks, Nordic Research in Music Education–Yearbook, since 1995 is noteworthy in this context. In our part of the world this was another step forward, but one that also raised some challenging questions. In particular it gave rise to the question: What is the structure of the object of study for music education as a science and how can this object of study be delimited appropriately in relation to other disciplines? I think we have moved further toward giving reflected and well-founded answers to these questions, even though the answers are not unambiguous and may create problems in relation to the institutional affiliations of music pedagogy as a theoretical and scientific discipline.My first encounter with the initiators of the PME symposia took place in 2003 when I attended PME-5 in Lake Forest near Chicago. Even though there were participants from a number of different countries, including the Scandinavian countries (but none, for example, from Germany), it was clear that the event was dominated by North Americans. I contributed with a paper that was based on German and Nordic didactic (didactological) theory, which apparently was quite unfamiliar to most of the conference participants. To me this was a reminder of how important it is that a society that calls itself "international" should strive to embrace and include various traditions from several different points of view if it is to live up to the designation "international."The International Society for the Philosophy of Music Education (ISPME) was formally founded at the symposium in Lake Forest. For the past two years I have enjoyed the honor of being the society's co-chair together with Estelle Jorgensen. As those of you who attended the symposium in 2003 know, I accepted this task only after some hesitation and with some reservations. Since then I have had the opportunity to consider and experience what the task entails.I mentioned that my impression of PME-5 in Lake Forest was that it was dominated by North Americans. This was no wonder, since PME-5 took place in that part of the world. Moreover, the initiative behind the PME symposia originally came from the USA and Canada. Nonetheless, it gave impetus to a broader international orientation when the ISPME was founded two years ago.I come from a Scandinavian country. Scandinavia is a small language area situated in the northernmost region of Europe and has historically been very dependent on external cultural impulses. For centuries these have not least come from continental Europe and this is also true of the fields of education, philosophy, and music culture. The French and... (shrink)

This volume provides an overview of experimental methods, approaches, and techniques used by field linguists of the Russian school, and highlights the fieldwork experience of Russian scholars working in regions with a range of languages that differ genetically, typologically, and in the degree of their preservation. The collection presents language and sociolinguistic data relating to fieldwork in diverse languages: Uralic, Altaic, Paleo-Siberian, Yeniseian, Indo-European Iranian, Vietic, Kra-Day, and Mayan languages, as well as pidgin. The authors highlight the fieldwork (...) techniques they use, and the principles underlying them. The volume’s multidisciplinary approach covers linguistic, ethnolinguistic, sociolinguistic, educational, and ethnocultural issues. The authors explore problems associated with the study of minority languages and indicate diverse and creative techniques for data elicitation. Close collaboration with speakers lies at the core of their approach. The collection presents strategies for eliciting systems of knowledge from mother-tongue speakers, triggering linguistic self-awareness, and providing semantic and morphosyntactic context for their languages. This publication is intended for academics, and for specialists in the field of linguistics and minority and indigenous languages. It will also benefit students as a guide to field research, as well as language activists, interested in documenting and preserving their mother tongue. (shrink)

ZHOU Y, WINDSOR C, COYER F and THEOBALD K. Nursing Inquiry 2010; 17: 186–196Ambivalence and the experience of China-educated nurses working in AustraliaThe last decade has seen an increase in research on the experience of immigrant nurses. There are two prevailing approaches in this body of work. One is a focus on the positive or negative aspects of the experience, and the other, a depiction of the experience as a linear movement from struggle to a comfortable (...) state. Based on our study findings on the experience of China-educated nurses working in Australia, this study proposes that the concept of ambivalence is more appropriate in portraying the experience of immigrant nurses. Several sources of ambivalence experienced by the participants are represented: a disparity between expectation and reality, conflicting social and cultural norms, the dual reference points of comparison, divergent interests within families, and a sense that although it is unsatisfactory, it is hard to go back. We argue that immigration generates various forms of ambivalence and immigrant nurses must live with more or less ambivalence. The notion of ambivalence can explain a range of behaviours and situations beyond the scope of rational-choice explanations. To date, ambivalence as a theoretical concept in understanding the experience of immigrant nurses has been either ignored or insufficiently addressed in the literature. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Microscope of Experience: Christian Garve’s Translation of Cicero’s De Officiis (1783)Johan van der ZandeDuring the negotiations leading to the Treaty of Teschen of 1779, ending the phony War of Bavarian Succession, Frederick II and his court stayed in Breslau, the capital of Silesia. There, in conversation with Christian Garve, the city’s most famous son, the king strongly recommended a new German translation of Cicero’s On Moral Duties (...) (De Officiis), one of the classical texts of humanist philosophy and his favorite book. Frederick’s faithful subject dutifully obliged his sovereign. Four years later, in the subservient language of a dedication to a royal patron, Garve offered in due obedience to Frederick a result that, “perhaps flawed,” was “vindicated by the efforts directed toward the execution of the command.” 1Yet Garve’s interest in Cicero differed markedly from that of Frederick. After all, as Garve wrote in the preface to the philosophical commentary on his translation, Cicero’s book was written for “persons of the higher classes who participated in the affairs of state” and for whom “moral prescription often transformed into political instruction.” Clearly that was not the world in which Garve lived. The son of an artisan, Garve, after a brief stint as a professor of philosophy in Leipzig in the early 1770s, was forced by his illness to spend the rest of his life as a reclusive private scholar in his hometown. He admitted that Cicero sometimes “condescended to deal with those classes who occupy themselves as educators and scholars.” The producing classes, however, “this vast, indispensable, and valuable part of humankind,” could only find prescriptions [End Page 75] for the virtuous life in Cicero’s work insofar as they were human beings, not in relation to their station in life. In general terms Garve thought that Cicero had neglected to deal sufficiently with domestic duties, a reproach which he also leveled against another intellectual pedigree, Adam Ferguson. This did not mean, however, that Garve reduced the citizen’s actions to the private sphere, where they could be productive economically and concerned only with their own Bildung. On the contrary, for Garve useful citizens were those who committed themselves to sociability and to political engagement. Moral actions were not only to be judged according to their motivation (as Kant asserted) but also on their effects on society at large.This different emphasis, I suggest, was typical of the German popular philosophers, who in the time span between Christian Wolff and Immanuel Kant formulated a philosophy of life and among whom Garve emerged as the foremost representative. As a group they constituted a philosophical movement in their own right and were not merely, as they are usually described, the popularizers of Wolff’s philosophy. Rather, popular philosophy was a characteristic compound of Wolffian rationalism and British empiricism. Some popular philosophers, mostly the older generation, were more inclined to the rationalist and others, among them Garve, to the empirical end of this spectrum. Little concerned with epistemological problems or with the irrational cult of life as were the life philosophies of the nineteenth century, the popular philosophers were primarily interested in the virtuous life, in a philosophical theory of moral and aesthetic action. Theirs was a “science of man,” that is, a combination of practical philosophy and literary skills with the goal of morally educating a literate but non-specialized public to be useful citizens of the absolute state. They wanted to speak with propriety on all themes of human existence rather than pursue those philosophical questions not directly related to human life. 2 I entirely agree with a recent commentator who describes Garve’s concerns as non-bourgeois, or better, pre-bourgeois and deeply rooted in humanist values. 3This approach shows in Garve’s Cicero translation and commentary. In Leipzig he had attended the lectures of the classical philologist Friedrich Wilhelm Reiz, who trained his students in precise, critical scholarship. When Garve became a professor himself, he and Reiz anonymously published a Latin edition of Aristotle’s Rhetoric. Later, Garve wrote that his own philosophy was indebted to Reiz who had pointed out to him the close relationship between linguistic and... (shrink)

In the face of challenging circumstances, many teachers turn to spirituality for sustenance and strength. Yet spirituality’s place in education and in educators’ lives has long been a matter of confusion and contention, not least because of the ambiguity of the term in its common usage. What is its relationship to religion? And what defines it? In this article, I submit that the later work of Michel Foucault offers a helpful approach to spirituality that displaces those questions—drawing attention (...) away from beliefs and/or attitudes professed, and towards the process of practical self-transformation that subjects undertake for the sake of a truth that is actualised in the body. To be spiritual in this sense is more a matter of what one does than what one believes or who one is. To offer a sense of why it matters in the lives of educators, I draw on the experiences of a San Diego high school teacher confronting interlocking personal, professional, and political challenges as a detailed example. (shrink)

This project aims to examine whether music has an emotional nature. I use the ancient Chinese text Music Has No Grief or Joy to construct three arguments for the illusion view, according to which music has no emotional nature and the emotional appearances of music are illusory. These arguments highlight representational inconstancy, expressive incapability, and evocative underdetermination as three ways to problematize the idea that music has an emotional nature. I draw on the Confucian tradition to formulate three responses to (...) the illusion view from representational reliability, expressive sincerity, and evocative appropriateness. These responses are shown to be inadequate. To examine the illusion view in detail, I adopt a comparative approach to structure a dialogue between ancient Eastern philosophy and contemporary Western philosophy. Nine arguments are constructed from three prominent approaches in contemporary Western musical aesthetics on the evocation, expression, and representation of emotion. I argue that each of these arguments reads emotion into music. Nevertheless, three insights emerge from the comparative discussion. The autonomy of emotional enjoyment, the possibility of emotional communication, and the function of emotional language in musical experiences call for explanations. I argue that the illusion view are amenable to these insights. The illusion view allows us to claim full ownership of emotional responses, have emotional communication by recognizing intended emotional meanings in music, and appreciate the practical value of emotional language in music industry and education. I formulate a possible objection on the basis of Charles Swann’s musical experience in Marcel Proust’s novel, according to which music has emotional agency in the formation of an emotion. This objection can be met and Swann’s musical experience can be integrated into the illusion view. The illusion view turns out to be experientially richer than it might appear at first. This project liberates musical listening and philosophical thinking from beliefs entrenched in the emotional illusion of music. (shrink)

Given the current context of the experience of migration on schools in England and Europe, and the competing policies and approaches to social integration in schools, there is a need to understand the connection between language development and social integration as a basis for promoting appropriate policies and practices. This volume explores the complex relationship between language, education and the social integration of newcomer migrant children in England, through an in-depth analysis of case studies from schools (...) in the East of England. The authors set this evidence against the background of policy debates in the wider international setting, including a critical discussion of assumptions underlying national narratives of mainstreaming and assimilation. In the light of an absence of national guidelines for appropriate practice in schools, the authors outline a model of inclusive pedagogy for English as an additional language and a framework of home-school communication to promote effective EAL parental engagement in schools. (shrink)

Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental (...) and educational thinking. In the second section, the confusion surrounding the concept of lifeworld is traced back to the later Husserl's philosophy. Exploring the meaning of lifeworld in Husserl's philosophy reveals that there may be two lifeworld orientations: one is explicit and objective in its emphasis on the shared and universal; the other is implicit and subjective in its emphasis on the idiosyncratically personal. The final section argues that the implicit and subjective orientation of lifeworld may be more tenable experientially, and as such more conducive to helping environmental and educational thinkers envisage an attentive and responsive approach to teaching and learning about nature. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Microscope of Experience: Christian Garve’s Translation of Cicero’s De Officiis (1783)Johan van der ZandeDuring the negotiations leading to the Treaty of Teschen of 1779, ending the phony War of Bavarian Succession, Frederick II and his court stayed in Breslau, the capital of Silesia. There, in conversation with Christian Garve, the city’s most famous son, the king strongly recommended a new German translation of Cicero’s On Moral Duties (...) (De Officiis), one of the classical texts of humanist philosophy and his favorite book. Frederick’s faithful subject dutifully obliged his sovereign. Four years later, in the subservient language of a dedication to a royal patron, Garve offered in due obedience to Frederick a result that, “perhaps flawed,” was “vindicated by the efforts directed toward the execution of the command.” 1Yet Garve’s interest in Cicero differed markedly from that of Frederick. After all, as Garve wrote in the preface to the philosophical commentary on his translation, Cicero’s book was written for “persons of the higher classes who participated in the affairs of state” and for whom “moral prescription often transformed into political instruction.” Clearly that was not the world in which Garve lived. The son of an artisan, Garve, after a brief stint as a professor of philosophy in Leipzig in the early 1770s, was forced by his illness to spend the rest of his life as a reclusive private scholar in his hometown. He admitted that Cicero sometimes “condescended to deal with those classes who occupy themselves as educators and scholars.” The producing classes, however, “this vast, indispensable, and valuable part of humankind,” could only find prescriptions [End Page 75] for the virtuous life in Cicero’s work insofar as they were human beings, not in relation to their station in life. In general terms Garve thought that Cicero had neglected to deal sufficiently with domestic duties, a reproach which he also leveled against another intellectual pedigree, Adam Ferguson. This did not mean, however, that Garve reduced the citizen’s actions to the private sphere, where they could be productive economically and concerned only with their own Bildung. On the contrary, for Garve useful citizens were those who committed themselves to sociability and to political engagement. Moral actions were not only to be judged according to their motivation (as Kant asserted) but also on their effects on society at large.This different emphasis, I suggest, was typical of the German popular philosophers, who in the time span between Christian Wolff and Immanuel Kant formulated a philosophy of life and among whom Garve emerged as the foremost representative. As a group they constituted a philosophical movement in their own right and were not merely, as they are usually described, the popularizers of Wolff’s philosophy. Rather, popular philosophy was a characteristic compound of Wolffian rationalism and British empiricism. Some popular philosophers, mostly the older generation, were more inclined to the rationalist and others, among them Garve, to the empirical end of this spectrum. Little concerned with epistemological problems or with the irrational cult of life as were the life philosophies of the nineteenth century, the popular philosophers were primarily interested in the virtuous life, in a philosophical theory of moral and aesthetic action. Theirs was a “science of man,” that is, a combination of practical philosophy and literary skills with the goal of morally educating a literate but non-specialized public to be useful citizens of the absolute state. They wanted to speak with propriety on all themes of human existence rather than pursue those philosophical questions not directly related to human life. 2 I entirely agree with a recent commentator who describes Garve’s concerns as non-bourgeois, or better, pre-bourgeois and deeply rooted in humanist values. 3This approach shows in Garve’s Cicero translation and commentary. In Leipzig he had attended the lectures of the classical philologist Friedrich Wilhelm Reiz, who trained his students in precise, critical scholarship. When Garve became a professor himself, he and Reiz anonymously published a Latin edition of Aristotle’s Rhetoric. Later, Garve wrote that his own philosophy was indebted to Reiz who had pointed out to him the close relationship between linguistic and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Microscope of Experience: Christian Garve’s Translation of Cicero’s De Officiis (1783)Johan van der ZandeDuring the negotiations leading to the Treaty of Teschen of 1779, ending the phony War of Bavarian Succession, Frederick II and his court stayed in Breslau, the capital of Silesia. There, in conversation with Christian Garve, the city’s most famous son, the king strongly recommended a new German translation of Cicero’s On Moral Duties (...) (De Officiis), one of the classical texts of humanist philosophy and his favorite book. Frederick’s faithful subject dutifully obliged his sovereign. Four years later, in the subservient language of a dedication to a royal patron, Garve offered in due obedience to Frederick a result that, “perhaps flawed,” was “vindicated by the efforts directed toward the execution of the command.” 1Yet Garve’s interest in Cicero differed markedly from that of Frederick. After all, as Garve wrote in the preface to the philosophical commentary on his translation, Cicero’s book was written for “persons of the higher classes who participated in the affairs of state” and for whom “moral prescription often transformed into political instruction.” Clearly that was not the world in which Garve lived. The son of an artisan, Garve, after a brief stint as a professor of philosophy in Leipzig in the early 1770s, was forced by his illness to spend the rest of his life as a reclusive private scholar in his hometown. He admitted that Cicero sometimes “condescended to deal with those classes who occupy themselves as educators and scholars.” The producing classes, however, “this vast, indispensable, and valuable part of humankind,” could only find prescriptions [End Page 75] for the virtuous life in Cicero’s work insofar as they were human beings, not in relation to their station in life. In general terms Garve thought that Cicero had neglected to deal sufficiently with domestic duties, a reproach which he also leveled against another intellectual pedigree, Adam Ferguson. This did not mean, however, that Garve reduced the citizen’s actions to the private sphere, where they could be productive economically and concerned only with their own Bildung. On the contrary, for Garve useful citizens were those who committed themselves to sociability and to political engagement. Moral actions were not only to be judged according to their motivation (as Kant asserted) but also on their effects on society at large.This different emphasis, I suggest, was typical of the German popular philosophers, who in the time span between Christian Wolff and Immanuel Kant formulated a philosophy of life and among whom Garve emerged as the foremost representative. As a group they constituted a philosophical movement in their own right and were not merely, as they are usually described, the popularizers of Wolff’s philosophy. Rather, popular philosophy was a characteristic compound of Wolffian rationalism and British empiricism. Some popular philosophers, mostly the older generation, were more inclined to the rationalist and others, among them Garve, to the empirical end of this spectrum. Little concerned with epistemological problems or with the irrational cult of life as were the life philosophies of the nineteenth century, the popular philosophers were primarily interested in the virtuous life, in a philosophical theory of moral and aesthetic action. Theirs was a “science of man,” that is, a combination of practical philosophy and literary skills with the goal of morally educating a literate but non-specialized public to be useful citizens of the absolute state. They wanted to speak with propriety on all themes of human existence rather than pursue those philosophical questions not directly related to human life. 2 I entirely agree with a recent commentator who describes Garve’s concerns as non-bourgeois, or better, pre-bourgeois and deeply rooted in humanist values. 3This approach shows in Garve’s Cicero translation and commentary. In Leipzig he had attended the lectures of the classical philologist Friedrich Wilhelm Reiz, who trained his students in precise, critical scholarship. When Garve became a professor himself, he and Reiz anonymously published a Latin edition of Aristotle’s Rhetoric. Later, Garve wrote that his own philosophy was indebted to Reiz who had pointed out to him the close relationship between linguistic and... (shrink)

The purpose of this essay is to advocate for including jurilinguistics in legal education. It presents jurilinguistics as a tool for understanding law and therefore supports continuing efforts to teach it. Knowing it is not unique, this essay proposes a jurilinguistic approach that focuses on the in-between of legal translation and comparative law. The proposal outlines the importance of educating in the capabilities of teaching a particular subject in a language other than their official one. The idea (...) is to let the Other help to understand the Self. Particularly pertinent in transnational law programs, it is a multicultural approach that not only recognizes the other, but also embraces it. (shrink)

Child sexual exploitation and abuse has grave implications for the mental health and wellbeing of children and young people. It has been linked to a wide range of difficulties which may extend into adulthood. School-based prevention programs that aim to raise awareness are popular, however, have historically lacked robust and consistent evaluation. The purpose of the present study was therefore to explore young people’s experiences of attending a school-based theater-in-education program, and the impact this had on their awareness and (...) understanding of CSEA. Four focus groups of between four to six participants each were conducted with young people from two co-educational State schools in the United Kingdom. The approach of Template Analysis was used to analyze the data, and revealed a number of themes related to the superordinate themes of “Information and Detail Delivered” and “Format and Timing.” The results suggest that participants gained new awareness and understanding of aspects related to CSEA, including other forms of exploitation, as well as how to avoid harm and what to do “if bad things happen.” Participants further reported that the theater performance/live element of the program was particularly impactful, feeling that this was delivered to them at the right time, but suggesting that younger people would also benefit from the important messages. In addition, areas for improvement were identified in terms of the delivery of the program, and the issue of victim blaming. Findings are discussed with a view to practical implications and directions for future research. (shrink)

Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primitive idea. Today, both remain two of the most frequently used terms in education. The purpose of this paper is to stimulate a discussion about abandoning these terms from the theoretical discourse of education in the way these are (...) commonly used. Case materials from the research literature chosen from a large database on knowing and learning in science are used to exemplify the approach that does not require either concept. Implications are drawn for education research and practice. (shrink)