To effectively reduce the homework burden and off-campus training burden of students in the compulsory education stage in China, China adopts the double reduction policy to carry out corresponding governance in the field of education. This study aims to explore the public's psychological cognition of the current education system under the implementation of the double reduction policy. The public's opinion data on education concepts under the implementation of the double reduction policy are collected, (...) then the SPSS software and Amos software to quantitatively analyze the public's educational concept data are used, and a corresponding structural model equation to analyze the public's opinion on the implementation of the double reduction policy is established. The psychological concepts of all aspects of education are observed, the public's psychological views on education under the implementation of the double reduction policy are finally obtained, the ideological connotation of popularizing the double reduction policy for the general public is provided, and the balanced development of the domestic education system for the implementation of the double reduction policy is ensured. Two suggestions are made in order to provide a corresponding reference for the public's psychological cognition research on the current education system under the implementation of the double reduction policy. (shrink)

This paper reviews the actual and potential use of social media in emergency, disaster and crisis situations. This is a field that has generated intense interest. It is characterised by a burgeoning but small and very recent literature. In the emergencies field, social media (blogs, messaging, sites such as Facebook, wikis and so on) are used in seven different ways: listening to public debate, monitoring situations, extending emergency response and management, crowd-sourcing and collaborative development, creating social cohesion, furthering causes (...) (including charitable donation) and enhancing research. Appreciation of the positive side of social media is balanced by their potential for negative developments, such as disseminating rumours, undermining authority and promoting terrorist acts. This leads to an examination of the ethics of social media usage in crisis situations. Despite some clearly identifiable risks, for example regarding the violation of privacy, it appears that public consensus on ethics will tend to override unscrupulous attempts to subvert the media. Moreover, social media are a robust means of exposing corruption and malpractice. In synthesis, the widespread adoption and use of social media by members of the public throughout the world heralds a new age in which it is imperative that emergency managers adapt their working practices to the challenge and potential of this development. At the same time, they must heed the ethical warnings and ensure that social media are not abused or misused when crises and emergencies occur. (shrink)

This article is an attempt to develop a theory of peace education through an examination of the Fukushima Daiichi nuclear disaster. It examines why Japan did not avoid this terrible nuclear disaster. This is an educational issue, because one of the major impacts of Fukushima's catastrophe is that it indicates the failure of peace education. In order to reestablish a theory of peace education, the concept of domestic tranquility is discussed. This article questions whether the (...) Japanese public order is consistent with democratic principles. Jane Roland Martin's examination of the concept of domestic tranquility is shown relevant. Martin's language analysis helps to distinguish whether or not Japanese domestic tranquility under nuclear crisis is democratic. I propose that post-Fukushima disaster peace education should be reformed as consistent with two democratic principles: acceptance of the diversity of peace and continuous negotiation among these different narratives. (shrink)

Those found liable for negligently injuring others are required to compensate them, but current practices permit most tort feasors to spread the costs of their liability burdens through the purchase of insurance. Those found guilty of criminal offences, however, are not allowed to shift the burdens of their sentences onto others. Yet the reasons for not allowing criminal offenders to shift such burdens – harm reduction, retribution, and moral education – also appear to retain some force in relation (...) to negligent tort feasors. Arguments for and against limiting the abilities of negligent tort feasors to spread such costs, thus imposing a penalty on them, are discussed. The conclusion reached is that further consideration of such a penalty is warranted. (shrink)

Generalisation, universal knowledge claims, and recommendations within disaster studies are problematic because they lead to miscommunication and the misapplication of actionable knowledge. The consequences and impacts thereof are not often considered by experts; forgone as irrelevant to the academic division of labour. There is a disconnect between expert assertions for disaster risk reduction (DRR) and their practical suitability for laypersons. Experts currently assert independently of the context within which protective action measures (PAMs) are to be used, measures (...) unconnected to the people for whom they are developed. This has knock-on effects for DRR: much expert-generated science and policy remains unused, unimplemented, and sometimes misapplied. I use philosophical accounts of assertion and epistemic blame to highlight the epistemic relationship between experts and laypersons. This relationship includes responsibilities and agreements between epistemic agents. Since multilevel DRR knowledge still transfers top-down from experts to laypersons, if experts impair the epistemic relationship, they can be held epistemically blameworthy. To address the pervasiveness of top-down systems, I analyse the epistemic framings and narratives currently shaping DRR, and more specifically PAMs and campaigns. I deconstruct universal perspectives that dominate the epistemic processes of generating, disseminating, and implementing DRR knowledge and specifically for co-seismic landslide PAMs for Nepal. I argue for more inclusive, contextual, and epistemically responsible DRR. Co-production of knowledge should begin from the standpoints of marginalised persons who may have an epistemic advantage due to their socio-politically marginalised positions. Often these epistemic contributions are left out of DRR efforts because marginalised persons are rarely afforded equal, if any, epistemic agency, which results in epistemic gaps and a large pool of relevant knowledge remaining unincorporated and unused in DRR research and policy. (shrink)

Looking at the current discourse on how to teach disaster, one apparent gap is that the scientific aspect of disaster is discussed and taught mostly in isolation from its human aspect. Disaster educators seem to be primarily interested in addressing issues such as social vulnerability, community resilience, personal action-related knowledge and emotion rather than the scientific basis of disasters, whereas science educators often fail to make connections between the scientific accounts of disasters and the social and political (...) contexts that surround them. In this theoretical paper, I claim that this disconnect is problematic and that overcoming it is a key to understanding and teaching disaster in a more nuanced and comprehensive manner. Drawing primarily on science and technology studies (STS) on disaster, I explore the potential of interpreting disasters as failures of socio-technical systems, which helps us unearth the inner workings of the complex network of science, technology and society in the wake of calamities. STS challenges the dichotomous understanding of the material and social worlds and takes a view that they shape each other to constitute socio-technical systems. Taking such an approach to disaster allows a synthetic understanding of the natural, technological and human-made disasters that we are faced with in the age of uncertainty and complexity. Based on the ideas of STS and examples of recent disasters in East Asian countries, I argue that disaster education and science education can cross-pollinate in tackling the post-disaster hardship and cultivating responsible citizens. (shrink)

Disaster scholars have long complained that their field is theory light: they are much better at doing and saying than analyzing. The paucity of theory doubtless reflects an understandable focus on case studies and practical solutions. Yet this works against big picture thinking. Consequently, both our comprehension of social suffering and our ability to mitigate it are fragmented. Communitas is exemplary here. This refers to the improvisational acts of mutual help, collective feeling and utopian desires that emerge in the (...) wake of disasters. It has been observed for as long as there has been a sociology of disasters. Within the field, there have been numerous efforts to name and describe it. Yet there has been far less enthusiasm to theorize it, which means that the disaster literature has not adequately explained the social conditions under which communitas arises (or fails to). In this article, we synthesize numerous case studies to do so. This takes us beyond simple statements of what communitas is and what it should be called, to considerations of the conditions under which it emerges, how it should be conceptualized, the factors that might prevent communitas, and how we might encourage it. While primarily a theoretical work, the identification of communitas’ facilitators and barriers have practical import for disaster risk reduction (DRR) policy as communitas has frequently proven to be a positive and potent force. (shrink)

Disasters arising from natural hazards affect millions of people every year, killing tens of thousands and causing major economics losses. They disproportionately affect poor people and poor countries and are a threat to the achievement of the Millennium Development Goals. A root cause is the vulnerability of communities to natural hazards, often associated with poverty, social and economic disadvantage, environmental exploitation, and insufficient awareness, information, and political interest. Too often, disaster risk is not factored into planning and management, despite (...) the ready availability of the necessary knowledge, tools and policy frameworks to reduce the risks. Moreover it is likely that global warning will increase the number and intensity of hazard events in future. Recognizing these issues, in 2005 Governments agreed on the landmark Hyogo Framework for Action, which seeks to achieve a substantial reduction in disaster losses by 2015. Progress is slow, however, and a greatly scaled-up effort will be needed to achieve this outcome and to avoid an unnecessarily risky and dangerous future for the countless communities worldwide. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Disaster Anarchy: Mutual Aid and Radical Action by Rhiannon FirthJohn-Erik HanssonRhiannon Firth. Disaster Anarchy: Mutual Aid and Radical Action. London: Pluto Press, 2022. Paperback, 243 pp. ISBN 9780745340463The COVID-19 pandemic and the unfolding climate crisis, with the multiplication of unprecedented weather events, have shown how urgent it is to reflect on our responses to disaster. Following up on themes she first broached in Coronavirus, Class, (...) and Mutual Aid in the United Kingdom, Rhiannon Firth throws a fresh, anarchist, and utopian light on disaster relief in Disaster Anarchy.1 In this work, Firth seeks to “consider how [anarchist] social movements’ impressive efforts in mutual aid might contribute to a radical and revolutionary reconceptualisation of disasters and the processes of relief and recovery efforts” (19). To do so, she begins by surveying the dominant approaches to disaster relief (chapters 2 and 3) before offering a comprehensive anarchist theoretical critique of these perspectives (chapter 4). Firth then fleshes out her anarchist theory of disaster and community response through two empirical case studies of grassroots relief efforts. In chapter 5 she looks into the Occupy Sandy movement, a New York area community-based response to the damage caused by Hurricane Sandy’s passage in October 2012 in the United States. The final chapter is then dedicated to the COVID-19 Mutual Aid Groups that emerged in the United Kingdom during the pandemic.In building her argument, Firth mobilizes anarchist (and more broadly radical) theory and interviews with participants in both movements. She engages with how activists motivated and understood their participation in mutual aid groups, perceived disaster and relief organizing, sought to solve practical and political problems, and reflected on their experiences. The empirical sections of Disaster Anarchy are thus reminiscent of investigations into the anarchist connections and orientations of contemporary social movements, such as Occupy Wall Street.2 However, Firth’s is a work [End Page 606] of political theory. Her interviews were not conducted simply to describe and analyze the anarchist components of disaster relief social movements. Echoing Uri Gordon, she proposes to take the “worldviews of activists seriously as sources of theoretical knowledge,” leading us to rethink both anarchism and the politics of disaster as a whole (16).3 There lies a key part of the originality of Firth’s contribution to both anarchist theory and to the study of disaster relief. The utopian core of Disaster Anarchy also shines through this movement-based theoretical elaboration of an anarchist challenge to the dominant theories and practices of disaster relief. By examining mutual aid groups in critical dialogue with anarchist theory, Firth raises the possibility of more egalitarian and democratic “utopian alternatives to the status quo,” though, as she reminds us, they always run the risk of being co-opted (20).To set the scene for the desirability of anarchist approaches to disaster relief, Disaster Anarchy opens with Firth’s dissatisfaction with what she identifies as the two main sets of approaches to disaster studies. The first represents “the dominant neoliberal paradigm of disaster politics” and falls under the umbrella of “Disaster Risk Reduction (DRR)” (21). Firth contends that, despite some internal variety, all DRR approaches share the three same basic assumptions. First, DRR considers disasters to be “ruptures in the normal functioning of society.” They become a “management problem” that must be dealt with using the tools of political governance to restore order and ensure “systemic stability” (39–40). This can be done both directly through state institutions, and through civil society-based nongovernmental organizations (NGOs) that cooperate with state institutions. DRR then evaluates responses using the categories of “efficiency and cost-effectiveness,” leaving aside “the affects and human impacts of disasters” (40). Second, DRR tends to flatten out differences between disasters, and in the ways in which individuals and groups respond to them. Disaster becomes abstract, and authorities can design sets of responses taken to be effective regardless of local contexts and demands. DRR approaches are therefore particularly congenial to the growth of large governmental “specialised agencies like DHS [Department of Homeland Security] and FEMA [Federal Emergency Management Agency]” that produce knowledge and practices linked to the vertical “management of disaster” (41). Finally... (shrink)

This book explores how contemporary educational research and curriculum occlude the vital and enduring relationship between education and well-being. Beginning with the consequences of the reductive tendencies of educational research and moving through the consequences of the technical and instrumental tendencies of curriculum, this book challenges how contemporary education as a whole reduces human beings to “things” and funnels them according to predetermined knowledge forms representative of the dominant socioeconomic ideology. Through a philosophical exploration of original conceptions of (...) education and well-being, this book attempts to recover an understanding of education that embodies how we learn to uncover and relate to our own possibilities for a more meaningful life which is a life of well-being. (shrink)

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies. It offers a sustained and detailed close reading of three works that might be understood to fall outside the established body of educational theory. The unconventional methodology and focus promote irreducible difference and complexity, and in this stage a resistance to reductive discourses of managerialism. Questioning the materialism to which all sides of the contemporary pedagogical debate increasingly (...) appeal, the book sets out a challenge to investments in 'excellence', 'transparency' and objecthood. It will be of interest to students and researchers in the fields of education, sociology, and literary theory. (shrink)

This article focuses on some «disaster ethics» considerations on disaster preparedness and its related responsibilities. After recalling that concerns about preparedness and vulnerability have come to the fore in the domains of «disaster risk reduction» over the last decades, the article will endorse the view that the demarcation between natural disasters and human-induced disasters has becoming blurred and even questionable in many cases. Then, it will be argued that the ethical assessment of disasters needs to consider (...) the entire disaster cycle and that ethical duties extend to the phase of disaster preparedness and require a framework of prospective and shared responsibilities. Accordingly, a number of ethical duties concerning disaster preparedness will be commented upon. Finally, the article will discuss a specific socio-epistemic dynamics of blame assignment that unbalances the appraisal of both vulnerability conditions and moral responsibilities of certain worst-off disaster victims. (shrink)

This article analyzes how public policies and regulations have affected the meaning of teaching philosophy in Colombia in the last two decades. Here, we analyze “Document 14”, the Critical Reading test in the “Saber 11” tests, the reform of the Bach- elor’s Degrees and the recent regulations on Qualified Registration and High Quality of university programs, which are structured from the notion of “learning outcomes”. The paper analyzes the norms and their reflection on the national philosophical community. Following Tovar’s hypothesis, (...) we intend to show that, as a consequence of these regula- tions, philosophy has been given an operative meaning oriented to the labor demand and “living together” education. This has occurred by sacrificing the richness and breadth of philosophy. Finally, the text reveals that the philosophical community has critically assumed the norms, constituting philosophical reflection on political action. (shrink)

This essay analyzes and develops recent views about explanation in biology. Philosophers of biology have parted with the received deductive-nomological model of scientific explanation primarily by attempting to capture actual biological theorizing and practice. This includes an endorsement of different kinds of explanation (e.g., mathematical and causal-mechanistic), a joint study of discovery and explanation, and an abandonment of models of theory reduction in favor of accounts of explanatory reduction. Of particular current interest are philosophical accounts of complex explanations (...) that appeal to different levels of organismal organization and use contributions from different biological disciplines. The essay lays out one model that views explanatory integration across different disciplines as being structured by scientific problems. I emphasize the philosophical need to take the explanatory aims pursued by different groups of scientists into account, as explanatory aims determine whether different explanations are competing or complementary and govern the dynamics of scientific practice, including interdisciplinary research. I distinguish different kinds of pluralism that philosophers have endorsed in the context of explanation in biology, and draw several implications for science education, especially the need to teach science as an interdisciplinary and dynamic practice guided by scientific problems and explanatory aims. (shrink)

Based upon the quintuple helix model (QHM), this study explores whether the differences in firms' emission reduction effectiveness can be attributed to the five institutional helices related to educational system, economic development, political–legal system, cultural orientation, and the natural capital. Using a set of listed European firms for the 2015–2020 period, we show that firms with better emission reduction effectiveness operate in nations with more public educational expenditure and scientific production, more extensive economic development, and better institutional and (...) governance quality. Moreover, emission reduction strategies are more pronounced in firms located in countries characterized by less masculinity, individualism, power distance, and uncertainty avoidance, and more long-term orientation and indulgence. In addition, we find that companies with better emission reduction effectiveness are found in countries with more natural capital, characterized by a life in harmony with nature and employing the finite resources available in a sustainable and environmentally conscious manner. Moreover, employing a two-stage model to identify the most relevant helix, we find that the political–legal system helix is the most pivotal in promoting firms' commitment to reducing environmental emissions. (shrink)

Disasters incurred by natural hazards affect young people most. Schools play a vital role in safeguarding the wellbeing of their pupils. Consideration of schools’ psychosocial influence on children may be vital to resilience-building efforts in disaster-vulnerable settings. This paper presents an evidence-based conceptualization of how schools are psychosocially meaningful for children and youth in disaster settings. Drawing on Social Representations and Place Attachment Theories, we explore the nature of group-based meaning-making practices and the meanings that emerge concerning school (...) environments in disaster settings. We contribute a novel understanding of how schools may mitigate psychosocial risk for young people by considering how schools are conceptualised at four levels: (1) as physical environment, (2) as social arena, (3) as a place with individual and (4) group-based significance. In each of these domains schools can foster disaster resilience in young people. This paper highlights the evidence concerning the functions of schools beyond their capacity as educational institutions, critically considering their social and physical functions in their communities. This evidence can inform stakeholders involved in disaster resilience building. (shrink)

It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students unprepared (...) to adapt to a global catastrophe. Using these criteria, he analyzes several possible ways to help students adapt to disaster, including teaching survivalism, encouraging forms of emotional resilience (like the Stoic apatheia), and helping students to appreciate the current moment. These adaptive responses seem to violate the first criterion. At the same time, an educational response focused entirely on climate activism seems to violate the second criterion. Warnick ends by exploring ways to accommodate the need for both adaptation and social engagement, finding promise in the idea of a tragic activism. (shrink)

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue (...) that contemporary artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test. (shrink)

The paper suggests that some of the preconditions for peace may have a better chance of being fulfilled in the 1990's than they had previously during this century of wars and other bloody upheavals. Most importantly, it highlights the fact (through giving examples) that business can use the sophisticated technology developed for arms manufacture for the production of consumer goods; so that the argument that industries will fail and employees lose their jobs if there is global arms reduction no (...) longer holds. Ways of dampening demand for arms are also discussed. (shrink)

We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to much that (...) is good, but also to habitat destruction, extinction of species, population growth, the lethal character of modern war, and the impending disasters of climate change. We urgently need to bring about a revolution in universities so that they put problems of living at the heart of the academic enterprise and take, as their basic task, to help humanity learn how to make progress towards as good a world as possible. (shrink)

Floods are one of the most common natural disasters in the world that affect all aspects of life, including human beings, agriculture, industry, and education. Research for developing models of flood predictions has been ongoing for the past few years. These models are proposed and built-in proportion for risk reduction, policy proposition, loss of human lives, and property damages associated with floods. However, flood status prediction is a complex process and demands extensive analyses on the factors leading to (...) the occurrence of flooding. Consequently, this research proposes an Internet of Things-based flood status prediction (IoT-FSP) model that is used to facilitate the prediction of the rivers flood situation. The IoT-FSP model applies the Internet of Things architecture to facilitate the flood data acquisition process and three machine learning (ML) algorithms, which are Decision Tree (DT), Decision Jungle, and Random Forest, for the flood prediction process. The IoT-FSP model is implemented in MATLAB and Simulink as development platforms. The results show that the IoT-FSP model successfully performs the data acquisition and prediction tasks and achieves an average accuracy of 85.72% for the three-fold cross-validation results. The research finding shows that the DT scores the highest accuracy of 93.22%, precision of 92.85, and recall of 92.81 among the three ML algorithms. The ability of the ML algorithm to handle multivariate outputs of 13 different flood textual statuses provides the means of manifesting explainable artificial intelligence and enables the IoT-FSP model to act as an early warning and flood monitoring system. (shrink)

John Dewey stated that ‘[h]owever far apart philosophy and educational theory may later have become, in their beginnings they were strictly identical.' Dewey's ‘progressivism' in Democracy and Education rests on this communion. A self-reflective philosophical education by the community, about the community, for the community, would create the conditions for the advance of social justice. But new progressive ideas championing redistributive justice might appear to be in worryingly short supply. That is one reason, among many, why Philip Kitcher’s (...) The Main Enterprise of the World is to be welcomed. His rethinking about education amounts to a radical re-education of our thinking about social justice, seeking redistribution of wealth, reduction of privilege, and a redefinition of what is valuable for people and planet in regard to production, distribution, and consumption. I will summarize his book and offer critical thoughts on it relating to three themes: the relation of his proposed Deweyan Society to some current and powerful criticisms of Western rationality; his proposals for classrooms; and the extent to which its own pragmatic philosophical justifications are open to deeper philosophical and educational significance. (shrink)

In cases in which there is the possibility of massive human losses, the threshold likelihood of their occurrence, and the non-excessive costs of their prevention, we ought to act now. This is all the more definitely the case because it may well be that this is the time-of-last-opportunity to head off one or more potential disasters, all of which may still be preventable by sufficiently rapid reductions in carbon emissions from the combustion of fossil fuel. It is unfair that the (...) present generation should incur as heavy a burden as it does of seizing the last opportunity for prevention of disasters like large sea-level rises, but the unfairness is not sufficient to make the burden unreasonable to bear, especially since it is not in fact as heavy as often believed. (shrink)

English education policy has increasingly focused on the need to intervene in an intergenerational cycle of poverty and low attainment. The accompanying policy discourse has tended to emphasise the impact of family background on educational outcomes. However, as the capacity of parents to secure positive educational outcomes for their children is closely linked to the quality of their own education, low attainment is rather more closely connected to what happens in schools than this focus suggests. Pupils from groups (...) known to be at increased risk of low attainment are also known to be at increased risk of involvement in the disciplinary processes of schools. This paper draws on the findings of a small-scale qualitative study to highlight some of the limitations in the educational provision accessed by Secondary age pupils involved in school exclusion processes. The assumptions and tensions at practice level that underpinned this provision are also discussed. In the conclusion it is argued that a much stronger focus on the learning of these pupils could improve their attainment and contribute to a reduction in social and educational inequalities in the future. (shrink)

This study investigates the value essence of “Double reduction” (Shuang jian) policy in China from a perspective of policy narrative. It examines three values essences of “Double reduction” (Shuang jian) policy, including the core value of running schools: student-centered education; the leading value of running schools: quality-based education and the dominant value of running schools: home-school cooperative education. The interactive analysis of “Double reduction” (Shuang jian) policy in China highlights that the main purpose of (...) the "double reduction" policy is to solve major problems related to people’s livelihood in the field of education and provide people with higher quality and universal educational resources. In addition, suggestion, conclusion, and remark are offered in the last. (shrink)

It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this (...) contribution. The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational 'quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation. (shrink)

IntroductionEnabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.Case descriptionThis paper outlines how an (...) educative approach to academic integrity is implemented within the Enabling programs of two Australian universities.Discussion and reflectionThis case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.ConclusionsThe authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study. (shrink)

North America is in the grips of an epidemic of opioid-related poisonings. Overdose education and naloxone distribution programmes emerged as an option for structurally vulnerable populations who could not or would not access mainstream emergency medical services in the event of an overdose. These task shifting programmes utilize lay persons to deliver opioid resuscitation in the context of longstanding stigmatization and marginalization from mainstream healthcare services. OEND programmes exist at the intersection of harm reduction and emergency services. One (...) goal of OEND programmes is to help redress the health-related inequities common among people who use drugs, which include minimizing the gap between people who use drugs and the formal healthcare system. However, if this goal is not achieved these inequities may be entrenched. In this article, we consider the ethical promises and perils associated with OEND as task shifting. We argue that public health practitioners must consider the ethical aspects of task shifting programmes that may inadvertently harm already structurally vulnerable populations. We believe that even if OEND programmes reduce opioid-related deaths, we nevertheless question if, by virtue of its existence, OEND programmes might also unintentionally disenfranchise structurally vulnerable populations from comprehensive healthcare services, including mainstream emergency care. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 126-138 [Access article in PDF] Music Education for the Twenty-First Century A Philosophical View of the General Education Core Anthony J. Palmer Boston University We are all one species with one brain and neural system, yet consciousness about our existence is highly contextual. Any culturally transcendent view will still be limited to one's personal experience, analytical capabilities, and cultural (...) shaping. Nevertheless, looking beyond our narrow perspectives is essential if we are to find commonality and compatibility with all humankind.Therefore, I find it incumbent that we, as college/university professors, examine our present culture-national and global-to ascertain current conditions and what positive roles each citizen may be able to play on the larger stage of world affairs. Musician-teachers, who are the products of the curriculum, should not be exempt from the responsibilities of contributing solutions. Rather, they should produce a program that is sensitive to the larger context in which we all reside. To be sure, we have no direct control over global events. We do, however, exercise at least a modicum of control over the kind of person emerging from our courses of study.In light of the foregoing, this paper will examine (1) the present global conditions with which we are confronted, (2) responsibilities of the college/university [End Page 126] faculties toward developing students with greater awareness, (3) examination of the general education that all baccalaureate students must satisfy for the degree, (4) the education within the general education courses with a focus on the music education student, and (5) a proposal on general education. The Present Context Today we are at a juncture where no one can predict the future with any assurance of accuracy. The world in the twenty-first century has taken an unexpected turn toward greater chaos and has the potential to end life as we have known it in previous centuries. Although earlier generations experienced many changes and watershed moments, the conditions were never potentially as cataclysmic as they are today because of the explosive power of our so-called defensive weapons. In addition, fed by technology, the pace of change is extremely rapid and multiplies exponentially. Robert Wright states in this regard, Neither biological evolution nor human history is a smooth, steady process. Both pass through thresholds.... To some people, the current era has the aura of a threshold; it has that unsettling, out-of-control feeling that can portend a major shift. Technological, geopolitical, and economic change seem ominously fast, and the fabric of society seems somehow tenuous.1He goes on to say, World currency markets are rocked by the turbulent force of electronically lubricated financial speculation. Weapons of mass destruction are cultivated by rogue regimes and New Age cults. Nations seem less cohesive than before, afflicted by ethnic or religious or cultural friction. Health officials seriously discuss the prospect of a worldwide plague-the unspeakably gruesome Ebola virus, perhaps, or some microbe we don't yet know about, spread around the world by jet-propelled travelers. Even tropical storms seem to have grown more intense in recent decades, arguably a result of global warming.2The foregoing was written in 2000, well before the devastating events of September 11 and subsequent human-initiated disasters, yet it still rings true. Where are we heading? What is our future with a world torn by terror, the continual development of more destructive weapons, and a seeming lack of desire to ameliorate our differences in a peaceful manner? Add to these the inexorable advance of technology that seems to know no end. It is most likely that the world in 2050-perhaps even as early as 2025-will not be recognized by our present population, assuming that we do survive as a civilized world.Of course, the outlook is not exclusively bleak and the continued development of technology is not all on the debit side of the ledger. Advances made in [End Page 127] medicine portend the re-growing of brain cells, repair... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 141-156 [Access article in PDF] Music Education as Critical PracticeA Naturalist View Lauri Väkevä University Of Oulu, Finland I This essay defends naturalism as a framework for philosophy of music education. I have three general reasons for supporting naturalism. First, by taking naturalism seriously we can keep our philosophies up-to-date with scientific inquiry. Second, naturalism can emancipate us from (...) transcendental pseudo-questions and instead help us to deal with the empirical problems of everyday life. Third, with naturalism, we can free ourselves from a priori theories of morals and aesthetics and thus view the active part that normative and aesthetic concerns play in human praxis. Even if I endorse naturalism, I do not subscribe to scientism. 1 Rather, I submit to a pragmatist view that stresses the role of philosophy (and science) in dealing with the questions of our life practices. Of the recent perspectives in the philosophy of music education my approach comes closest to the critical praxialism discussed in the MayDay group. 2All in all, I find a lot in common with the praxialist discussion (within or outside the MayDay group) and the kind of pragmatism that follows John Dewey's mature philosophy. 3 However, it seems to me that the naturalist bent of Deweyan pragmatism has not been thoroughly analyzed in our field. 4 One reason for this [End Page 141] might be the bad report that 'hard' or reductive naturalism has been given in connection with the experimental paradigm of music education research. 5 I want to argue that the critical potential of Deweyan pragmatism should not (and cannot) be separated from a naturalist approach. Taken together, critical and naturalist views can contribute to any philosophy, especially in fields that have a long tradition of leaning on otherworldly explanations.In what follows, I begin by outlining (in broad brushstrokes) the historical position of pragmatism and its status in present day philosophy. Next, I focus on the implications of Deweyan naturalist pragmatism and the possibility of maintaining a critical pragmatist attitude with naturalist presumptions in a pedagogical context. In the final part of the essay, I outline an interpretative framework for a critical pragmatism of music education that takes advantage of the naturalizing tendencies in contemporary philosophy without losing its grasp on the things that matter musically. II For a while, pragmatism had a bad name in academic philosophy. This was especially true after the linguistic turn in the first half of the last century. 6 By making the linguistic turn, many philosophers hoped to disassociate themselves from the speculative tradition(s) once and for all. Logical analysts also made it more difficult for philosophers to ignore the findings of scientists. Thus they paved the way for contemporary reductive naturalism that takes science as the measure of what can be known. 7However, analytic philosophers were not alone in their attempt to provide philosophy with scientific rigor. Classical pragmatists, too, had integrated a naturalist penchant in their output. Embracing naturalism with an open-ended experimental spirit, they wanted to focus on "the problems of men" as the chief subject matter of philosophy. 8 To many analytic philosophers, this seemed like a return to armchair speculation with an ingredient of sentimental ethics thrown in for good measure. Worse still, it looked as though the classical pragmatists were giving in to the spirit of the corporate West: speaking of the truth as "cash-value" surely seemed like a blasphemy to intellectuals who sought from formal logic and mathematics a purity of mind to clear up the messiness of everyday experience. 9Logical analysis also had its shortcomings. While many mainstream philosophers turned to logical analysis for clarity and certainty, at the same time they submitted to Cartesian-Kantian mind-body dualism with its problematic epistemology. Thus, they kept supporting the tensions between the rationalist and empiricist or analytic and synthetic domains of knowledge that haunted modernist neo-Kantian arguments.These distinctions turned out to be easy targets for postanalytic critics. 10 [End Page 142]Classical pragmatists anticipated this... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 141-156 [Access article in PDF] Music Education as Critical PracticeA Naturalist View Lauri Väkevä University Of Oulu, Finland I This essay defends naturalism as a framework for philosophy of music education. I have three general reasons for supporting naturalism. First, by taking naturalism seriously we can keep our philosophies up-to-date with scientific inquiry. Second, naturalism can emancipate us from (...) transcendental pseudo-questions and instead help us to deal with the empirical problems of everyday life. Third, with naturalism, we can free ourselves from a priori theories of morals and aesthetics and thus view the active part that normative and aesthetic concerns play in human praxis. Even if I endorse naturalism, I do not subscribe to scientism. 1 Rather, I submit to a pragmatist view that stresses the role of philosophy (and science) in dealing with the questions of our life practices. Of the recent perspectives in the philosophy of music education my approach comes closest to the critical praxialism discussed in the MayDay group. 2All in all, I find a lot in common with the praxialist discussion (within or outside the MayDay group) and the kind of pragmatism that follows John Dewey's mature philosophy. 3 However, it seems to me that the naturalist bent of Deweyan pragmatism has not been thoroughly analyzed in our field. 4 One reason for this [End Page 141] might be the bad report that 'hard' or reductive naturalism has been given in connection with the experimental paradigm of music education research. 5 I want to argue that the critical potential of Deweyan pragmatism should not (and cannot) be separated from a naturalist approach. Taken together, critical and naturalist views can contribute to any philosophy, especially in fields that have a long tradition of leaning on otherworldly explanations.In what follows, I begin by outlining (in broad brushstrokes) the historical position of pragmatism and its status in present day philosophy. Next, I focus on the implications of Deweyan naturalist pragmatism and the possibility of maintaining a critical pragmatist attitude with naturalist presumptions in a pedagogical context. In the final part of the essay, I outline an interpretative framework for a critical pragmatism of music education that takes advantage of the naturalizing tendencies in contemporary philosophy without losing its grasp on the things that matter musically. II For a while, pragmatism had a bad name in academic philosophy. This was especially true after the linguistic turn in the first half of the last century. 6 By making the linguistic turn, many philosophers hoped to disassociate themselves from the speculative tradition(s) once and for all. Logical analysts also made it more difficult for philosophers to ignore the findings of scientists. Thus they paved the way for contemporary reductive naturalism that takes science as the measure of what can be known. 7However, analytic philosophers were not alone in their attempt to provide philosophy with scientific rigor. Classical pragmatists, too, had integrated a naturalist penchant in their output. Embracing naturalism with an open-ended experimental spirit, they wanted to focus on "the problems of men" as the chief subject matter of philosophy. 8 To many analytic philosophers, this seemed like a return to armchair speculation with an ingredient of sentimental ethics thrown in for good measure. Worse still, it looked as though the classical pragmatists were giving in to the spirit of the corporate West: speaking of the truth as "cash-value" surely seemed like a blasphemy to intellectuals who sought from formal logic and mathematics a purity of mind to clear up the messiness of everyday experience. 9Logical analysis also had its shortcomings. While many mainstream philosophers turned to logical analysis for clarity and certainty, at the same time they submitted to Cartesian-Kantian mind-body dualism with its problematic epistemology. Thus, they kept supporting the tensions between the rationalist and empiricist or analytic and synthetic domains of knowledge that haunted modernist neo-Kantian arguments.These distinctions turned out to be easy targets for postanalytic critics. 10 [End Page 142]Classical pragmatists anticipated this... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 12.2 (2004) 126-138 [Access article in PDF] Music Education for the Twenty-First Century A Philosophical View of the General Education Core Anthony J. Palmer Boston University We are all one species with one brain and neural system, yet consciousness about our existence is highly contextual. Any culturally transcendent view will still be limited to one's personal experience, analytical capabilities, and cultural (...) shaping. Nevertheless, looking beyond our narrow perspectives is essential if we are to find commonality and compatibility with all humankind.Therefore, I find it incumbent that we, as college/university professors, examine our present culture-national and global-to ascertain current conditions and what positive roles each citizen may be able to play on the larger stage of world affairs. Musician-teachers, who are the products of the curriculum, should not be exempt from the responsibilities of contributing solutions. Rather, they should produce a program that is sensitive to the larger context in which we all reside. To be sure, we have no direct control over global events. We do, however, exercise at least a modicum of control over the kind of person emerging from our courses of study.In light of the foregoing, this paper will examine (1) the present global conditions with which we are confronted, (2) responsibilities of the college/university [End Page 126] faculties toward developing students with greater awareness, (3) examination of the general education that all baccalaureate students must satisfy for the degree, (4) the education within the general education courses with a focus on the music education student, and (5) a proposal on general education. The Present Context Today we are at a juncture where no one can predict the future with any assurance of accuracy. The world in the twenty-first century has taken an unexpected turn toward greater chaos and has the potential to end life as we have known it in previous centuries. Although earlier generations experienced many changes and watershed moments, the conditions were never potentially as cataclysmic as they are today because of the explosive power of our so-called defensive weapons. In addition, fed by technology, the pace of change is extremely rapid and multiplies exponentially. Robert Wright states in this regard, Neither biological evolution nor human history is a smooth, steady process. Both pass through thresholds.... To some people, the current era has the aura of a threshold; it has that unsettling, out-of-control feeling that can portend a major shift. Technological, geopolitical, and economic change seem ominously fast, and the fabric of society seems somehow tenuous.1He goes on to say, World currency markets are rocked by the turbulent force of electronically lubricated financial speculation. Weapons of mass destruction are cultivated by rogue regimes and New Age cults. Nations seem less cohesive than before, afflicted by ethnic or religious or cultural friction. Health officials seriously discuss the prospect of a worldwide plague-the unspeakably gruesome Ebola virus, perhaps, or some microbe we don't yet know about, spread around the world by jet-propelled travelers. Even tropical storms seem to have grown more intense in recent decades, arguably a result of global warming.2The foregoing was written in 2000, well before the devastating events of September 11 and subsequent human-initiated disasters, yet it still rings true. Where are we heading? What is our future with a world torn by terror, the continual development of more destructive weapons, and a seeming lack of desire to ameliorate our differences in a peaceful manner? Add to these the inexorable advance of technology that seems to know no end. It is most likely that the world in 2050-perhaps even as early as 2025-will not be recognized by our present population, assuming that we do survive as a civilized world.Of course, the outlook is not exclusively bleak and the continued development of technology is not all on the debit side of the ledger. Advances made in [End Page 127] medicine portend the re-growing of brain cells, repair... (shrink)

On May 13, 2014, a fire due to the combustion of accumulated methane gas in the Soma Eynez Mine in Turkey killed 301 miners. This case chronicles the events on the day of the accident and investigates the factors leading up to it. It depicts the chaos and confusion resulting from missing emergency protocol, inadequate responses of major stakeholders such as safety experts in the mine, company executives, and the political leadership at the ministry and prime ministry levels. It shows (...) how the interplay of a culture of leniency towards mining safety, insufficient mining policies and even less effective inspections coupled with nepotism and the local population’s desperation for work, all led to serious neglect in a major mine resulting in needless deaths. The Soma Eynez Mine disaster highlights how corporate greed fed into breaches of mining protocol and ethical conduct, eventually leading to the bankruptcy of a mining conglomerate and the imprisonment of 14 men. (shrink)

Countries around the world have adopted different policies to address the global issue of poverty, though their poverty line varies. China has achieved remarkable results in poverty alleviation through education. Aware that poverty eradication must rely on intellectual support, the country has shifted its anti-poverty theory and policy actions from a passive, one-off poverty reduction mode based on ‘blood transfusion’ to an active and sustainable mode aimed at improving the ‘blood making’ capacity of the poor population, namely the (...) Chinese mode. Education is the fundamental way of such a mode. China has always focused on nine-year compulsory education in implementing anti-poverty policies; conducted classified and tiered efforts in education against poverty and made policies more targeted; adopted diverse policy instruments and shifted the focus from subsidy to educational capacity building; developed quantified poverty alleviation indexes to set standards for policy evaluation; and included educa... (shrink)

Instances of explanatory reduction are often advocated on metaphysical grounds; given that the only real things in the world are subatomic particles and their interaction, we have to try to explain everything in terms of the laws of physics. In this paper, we show that explanatory reduction cannot be defended on metaphysical grounds. Nevertheless, indispensability arguments for reductive explanations can be developed, taking into account actual scientific practice and the role of epistemic interests. Reductive explanations might be indispensable (...) to address some epistemic interest answering a specific explanation-seeking question in the most accurate, adequate and efficient way. Just like explanatory pluralists often advocate the indispensability of higher levels of explanation pointing at the pragmatic value of the explanatory information obtained on these higher levels, we argue that explanatory reduction—traditionally understood as the contender of pluralism—can be defended in a similar way. The pragmatic value reductionist, lower level explanations might have in the biomedical sciences and the social sciences is illustrated by some case studies. (shrink)

Last Friday, in the big light of last Friday night,We drove home from Cornwall to Hartford, late.It was not a night blown at a glassworks in ViennaOr Venice, motionless, gathering time and dust.The...

Can politics be thought?, asks Alain Badiou in the title of a recent book. The question itself reveals an experienced lack: that of politics. A lack which the so-called “return of the subject,” far from resolving, would stigmatize. The “return of the subject,” as he asserts, is merely the counterface of the break of politics, its reduction to an “ethics of tolerance” from which all its properly political traces have previously been erased. If politics cannot be associated with the (...) “return of the subject,” this is because politics does not relate to any subject but rather to the very impossibility of conceiving of it. Thus, the attempt to reactivate politics becomes inextricably linked to the endeavor of rethinking, or better said, unthinking the subject. As this article shows, this project articulates a specially dynamic current of thought in the last years, which we may call, generically, “poststructuralist Marxist.” That project not only gave a new impulse to Marxist thinking, articulating a space of reflection which delimitates this current from that one with which it borders—deconstructionism—and from which it can interpellate the entire philosophical tradition. Ultimately, it comes to condense an issue whose relevance far exceeds the ambit of Marxist thinking: how politics is possible in a post-metaphysical and post-subjective context. Being and Event, by Alain Badiou, is, no doubt, the most systematical attempt to answer that question. It allows us to observe the main contributions of these current to contemporary philosophical thinkings, revealing, at the same time, the kind of aporias that that issue poses to it. (shrink)

This is a descriptive qualitative study using phenomenological approach involving 46 nurses working in hospitals that cater to COVID-19 patients. This was conducted in April 2020. Results show that the challenges of nurses during the tour of duty in COVID-19 wards includes physical, procedural, psychological and protection. Likewise, nurses uncovered some difficulty with regard to the following experiences: struggle to be in complete PPE and with lack of PPE, not always being able to provide timely care, increased workload, nursing care (...) limitations, their risk to safety and having anxiety. This most often leads to some opportunities that bridges the gap towards achievement of their personal development and professional growth, as such, nurses became more compassionate, confident, resilient and resourceful, altruistic, and develop a stronger faith in God. Their leadership skills were also enhanced as they learned new knowledge and developed skills through education, trainings and experience. All the challenges and difficulties became avenue for the nurses to be able to unleash their potentials and further develop them into a God fearing and humane health care providers. Furthermore, the nurses being in the forefront of health care should be given assurance of safety and protection. Likewise, the nurse should closely adhere to standard protocol designed for COVID-19 infection control. It is thus recommended that there should be effective communication system to address issues and resolve conflicts. Lastly, emotional support and positive feedback should be given to nurses during the critical situations in the ward and collaborative working environment should be established all the time. (shrink)

The key problems and challenges connected with the Covid-19 pandemic in the field of education in sub-Saharan Africa are described in this paper. The study is based on the information collected from teachers and parents during the lockdown. The main problems connected with the organization of distance learning, such as the availability and accessibility of electricity and stable communications, were described. The main questions connected with the support of e-learning such as unequal access to distance education platforms and (...) tools and readiness of teachers of public and private schools were described. Key social and demographic challenges and threats to sustainable e-learning, such as critical overload of teachers, child mobilization for domestic tasks, age, ethnic and gender-based harassment and violence were analyzed. It was found that the main risks are the rapid and uncontrolled commercialization of education and the decline of public schools, which leads to a decrease in the quality of education and increasing inequality. It was concluded that pandemic-induced risks in education are non-linear and heterogeneously spatially, temporally, and socially distributed. The successful strategy of these risks reduction aimed at sustainable education should be based on transition plans, which must include not only the development of sustainable education but also the fighting against inequality. (shrink)

Objectives To develop and test two educational programmes (interactive and passive) aimed at improving family doctors' (FD) prescribing practices and patient's knowledge and use of non-opioid analgesics (NOA).Methods The educational programmes were conducted in two family medicine clinics by using a three-stage approach: baseline evaluation, design, and implementation of educational activities, and post-programme evaluation. An interactive educational programme (IEP) was compared with a passive educational programme (PEP); both were participated by FDs and patients. The IEP for FDs comprised of workshops, (...) discussion groups, in-service training and guidelines, while for patients the IEP consisted of an interactive session with a video, leaflets and a discussion. The PEP consisted in delivering the guidelines to the FDs and the leaflets to patients. The effect of the programmes on the FDs was measured through the appropriateness of prescriptions and analysed using the differences-in-differences estimator (D-in-D), and on patients through changes in self-medication and in their knowledge about the proper use and adverse events by analysing the inter- and intra-group differences before and after the programmes.Results The IEP obtained better results to improve appropriate FDs prescription of NOA than PEP (D-in-D = 15%). Regarding the patients, the PEP group reached higher reduction of self-medication than the IEP group (13.4% vs. 9.1%); the knowledge of proper NOA use increased by 8.5% in both groups, whereas knowledge of NOA-related adverse events was better in the IEP (39.6%) than in the PEP group (9.2%).Conclusions The IEP was better to improve the doctors' abilities to prescribe NOAs, and both programmes improved patients' knowledge. (shrink)