When young children first come to school they bring with them a depth of being; the authors suggest that the educational community should respond to children with a pedagogy that is capable of nurturing this depth. The authors of this paper are teachers of many years’ experience. Their own work in classrooms has shown them that, paradoxically, depth in pedagogy is most surely to be found when teachers follow the light in the eyes of children. The authors draw upon a (...) selection of vignettes and narratives taken from classroom experiences to describe how this is done. They also show how children and teachers can approach the complex learning that requires transcendence of the known. Notions of relational consciousness (), as well as ethical and spiritual sensibility () are developed through reference to a range of educators including Bronson Alcott, Ralph Waldo Emerson, John Dewey, Stanley Cavell, Maxine Greene, Nell Noddings, Vivan Paley and Arthur Vogel. The broader educational community is reminded that school experiences should balance the measurable and the immeasurable. The authors question some aspects of the, sharing their concern that it may focus teachers’ attention too tightly on ‘that which is formed from without’. The authors suggest that the weight of this legislation may result in the neglect of some very important aspects of learning. The broader educational community is invited to consider the implications of a pedagogy of depth, to become more aware of the skill of transcending known limitations through coming to shared understanding, and to find ways to reconcile the potential violence of legislated structures with the being‐in‐the‐world of children in schools. (shrink)

This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbate problematic and oft-hidden curricular issues. Such diversions typify the most insidious quality of the current form (...) of globalization; that is: an articulation of ubiquitous, uniform, and systemically oppressive social scripts. Through the contestation of such scripts, this article focuses on the achievement of better spaces when gender and race are involved. We offer a discussion of curriculum where students write about and argue against the dominant representations of their lives in Washington, DC. Concluding meditations stress that a new conceptual frame is needed in everyday curriculum theorizing, one that enables a reconstruction of curriculum theorists' positionalities with regard to our support, or rerouting, of the scripts that enable globalized systems of oppression and occlusion. (shrink)

How, and how well, do people switch between exploration and exploitation to search for and accumulate resources? We study the decision processes underlying such exploration/exploitation trade‐offs using a novel card selection task that captures the common situation of searching among multiple resources (e.g., jobs) that can be exploited without depleting. With experience, participants learn to switch appropriately between exploration and exploitation and approach optimal performance. We model participants' behavior on this task with random, threshold, and sampling strategies, and find that (...) a linear decreasing threshold rule best fits participants' results. Further evidence that participants use decreasing threshold‐based strategies comes from reaction time differences between exploration and exploitation; however, participants themselves report non‐decreasing thresholds. Decreasing threshold strategies that “front‐load” exploration and switch quickly to exploitation are particularly effective in resource accumulation tasks, in contrast to optimal stopping problems like the Secretary Problem requiring longer exploration. (shrink)

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...) sciences using a pre–post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)

The relation between theory and practice is the object of a central debate in the history of science. In a recent contribution to the issue, L. E. Sandelands equates practice with G. Ryle's "knowing how" and theory with Ryle's "knowing that," arguing that practice and theory are incommensurate forms of knowing such that theory cannot be translated into practice. R. T. Craig took issue with Sandelands' position, pointing out that it reflects an academic approach removed from everyday social behavior in (...) which problem solving is always both practical and theoretical. The authors agree and take this blurring of the theory/practice dichotomy as a cue to deconstruct the conception of two ways of knowing. J. Shotter's concepts of "joint action" and "knowing from within" suggest a third type of knowing which develops between knowers in particular contexts or circumstances. This third way of knowing has important implications for psychological training and inquiry. 2012 APA, all rights reserved). (shrink)

Emerging adult newlywed couples often experience many demands on their time, and three common problems may surface as couples try to balance these demands—problems related to finances, sleep, and sex. We used two waves of dyadic data from 1,001 emerging adult newlywed couples to identify four dyadic latent profiles from husbands’ and wives’ financial management behaviors, sexual satisfaction, and sleep quality: Flounderers, Financially Challenged Lovers, Drowsy Budgeters, and Flourishers. We then examined how husbands’ and wives’ marital satisfaction, in relation to (...) profile membership, varied at a later wave. We found that Financially Challenged Lovers and Flourishers had significantly higher marital satisfaction than Drowsy Budgeters and Flounderers. Whereas, Financially Challenged Lovers and Flourishers did not differ in terms of marital satisfaction, Drowsy Budgeters seemed to have slightly higher marital satisfaction than Flounderers for wives only. However, we did not find evidence that these connections meaningfully differed by sex. Implications for the efforts of clinicians and educators are discussed. (shrink)

BackgroundIn Australia, the peer review process for competitive funding is usually conducted by a peer review group in conjunction with prior assessment from external assessors. This process is quite mysterious to those outside it. The purpose of this research was to throw light on grant review panels (sometimes called the ‘black box’) through an examination of the impact of panel procedures, panel composition and panel dynamics on the decision-making in the grant review process. A further purpose was to compare experience (...) of a simplified review process with more conventional processes used in assessing grant proposals in Australia.MethodsThis project was one aspect of a larger study into the costs and benefits of a simplified peer review process. The Queensland University of Technology (QUT)-simplified process was compared with the National Health and Medical Research Council’s (NHMRC) more complex process. Grant review panellists involved in both processes were interviewed about their experience of the decision-making process that assesses the excellence of an application. All interviews were recorded and transcribed. Each transcription was de-identified and returned to the respondent for review. Final transcripts were read repeatedly and coded, and similar codes were amalgamated into categories that were used to build themes. Final themes were shared with the research team for feedback.ResultsTwo major themes arose from the research: (1) assessing grant proposals and (2) factors influencing the fairness, integrity and objectivity of review. Issues such as the quality of writing in a grant proposal, comparison of the two review methods, the purpose and use of the rebuttal, assessing the financial value of funded projects, the importance of the experience of the panel membership and the role of track record and the impact of group dynamics on the review process were all discussed. The research also examined the influence of research culture on decision-making in grant review panels. One of the aims of this study was to compare a simplified review process with more conventional processes. Generally, participants were supportive of the simplified process.ConclusionsTransparency in the grant review process will result in better appreciation of the outcome. Despite the provision of clear guidelines for peer review, reviewing processes are likely to be subjective to the extent that different reviewers apply different rules. The peer review process will come under more scrutiny as funding for research becomes even more competitive. There is justification for further research on the process, especially of a kind that taps more deeply into the ‘black box’ of peer review. (shrink)

The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)

The first systematic collaboration between cognitive scientists and sports psychologists considers the mind–body relationship from the perspective of athletic skill and sports practice. This landmark work is the first systematic collaboration between cognitive scientists and sports psychologists that considers the mind–body relationship from the perspective of athletic skill and sports practice. With twenty-six chapters by leading researchers, the book connects and integrates findings from fields that range from philosophy of mind to sociology of sports. The chapters show not only that (...) sports can tell scientists how the human mind works but also that the scientific study of the human mind can help athletes succeed. Sports psychology research has always focused on the themes, notions, and models of embodied cognition; embodied cognition, in turn, has found striking confirmation of its theoretical claims in the psychological accounts of sports performance and athletic skill. Athletic skill is a legitimate form of intelligence, involving cognitive faculties no less sophisticated and complex than those required by mathematical problem solving. After presenting the key concepts necessary for applying embodied cognition to sports psychology, the book discusses skill disruption ; sensorimotor skill acquisition and how training correlates to the development of cognitive faculties; the intersubjective and social dimension of sports skills, seen in team sports; sports practice in cultural and societal contexts; the notion of “affordance” and its significance for ecological psychology and embodied cognition theory; and the mind's predictive capabilities, which enable anticipation, creativity, improvisation, and imagination in sports performance. Contributors Ana Maria Abreu, Kenneth Aggerholm, Salvatore Maria Aglioti, Jesús Ilundáin-Agurruza, Duarte Araújo, Jürgen Beckmann, Kath Bicknell, Geoffrey P. Bingham, Jens E. Birch, Gunnar Breivik, Noel E. Brick, Massimiliano L. Cappuccio, Thomas H. Carr, Alberto Cei, Anthony Chemero, Wayne Christensen, Lincoln J. Colling, Cassie Comley, Keith Davids, Matt Dicks, Caren Diehl, Karl Erickson, Anna Esposito, Pedro Tiago Esteves, Mirko Farina, Giolo Fele, Denis Francesconi, Shaun Gallagher, Gowrishankar Ganesh, Raúl Sánchez-García, Rob Gray, Denise M. Hill, Daniel D. Hutto, Tsuyoshi Ikegami, Geir Jordet, Adam Kiefer, Michael Kirchhoff, Kevin Krein, Kenneth Liberman, Tadhg E. MacIntyre, Nelson Mauro Maldonato, David L. Mann, Richard S. W. Masters, Patrick McGivern, Doris McIlwain, Michele Merritt, Christopher Mesagno, Vegard Fusche Moe, Barbara Gail Montero, Aidan P. Moran, David Moreau, Hiroki Nakamoto, Alberto Oliverio, David Papineau, Gert-Jan Pepping, Miriam Reiner, Ian Renshaw, Michael A. Riley, Zuzanna Rucinska, Lawrence Shapiro, Paula Silva, Shannon Spaulding, John Sutton, Phillip D. Tomporowski, John Toner, Andrew D. Wilson, Audrey Yap, Qin Zhu, Christopher Madan. (shrink)

Over the past decade, sequence learning has gradually become a central paradigm through which to study implicit learning. In this chapter, we start by briefly summarizing the results obtained with different variants of the sequence learning paradigm. We distinguish three subparadigms in terms of whether the stimulus material is generated either by following a fixed and repeating sequence (e.g., Nissen & Bullemer, 1987), by relying on a complex set of rules from which one can produce several alternative deterministic sequences (e.g., (...) Lewicki, Hill & Bizot, 1988; Stadler, 1989), or by following the output of a probabilistic set of rules such as instantiated by noisy finite-state grammars (Cleeremans & McClelland, 1991; Jiménez, Mendéz & Cleeremans, 1996). Next, we focus on the processes involved in sequence representation and acquisition. We suggest that the sensitivity to the sequential structure observed in the probabilistic subparadigm can only be a result of the acquisition of a representation of the statistical constraints of the material, and that this sensitivity emerges through the operation of mechanisms that are well instantiated by connectionist models such as the Simple Recurrent Network (Elman, 1990; Cleeremans, 1993b). We present new simulation work meant to explore to what extent the model can also account for specific data obtained in a paradigmatic instance of deterministic, rule-based sequence learning task: Lewicki et al. (1988)'s situation. Finally, we report on the results of an experiment that compares learning on otherwise similar deterministic and probabilistic structures, and we show that learning of both types of structures is equivalent only under conditions that maximally hinder explicit acquisition. Taken together, these simulation and experimental data lend support to the claim that implicit learning in all three sequence learning subparadigms can amount to a form of statistical sequence learning. They also suggest that distinguishing among several theories of sequence representation and acquisition may require us to analize the data in great detail. Hopefully, however, some truth can be found in such details.. (shrink)

Abstract:Recent work on the subject speaks to the importance trust has for firm performance (e.g., Hagen and Choe, 1999; Hill, 1995). Yet little work has been done to show how context affects the ability of firms to create trust in relationships with key stakeholders. This paper looks at how the institutional environment may affect the performance of different strategies for managing firm-stakeholder relationships, and in turn, how this affects firm performance. The authors put forward propositions that build on these (...) theoretical insights and offer prospects for future empirical work. (shrink)

The word ‘existentialism’ has become something of a catchword in religious circles today, and one suspects that it is sometimes a substitute rather than a medium for thought. Most theological teachers must from time to time have received from a pupil an essay in which the words ‘existential’, ‘existentially’ and ‘existentialism’ appear to have been sprinkled from a pepper-pot over an exposition whose meaning would remain unchanged if these words were excised altogether. Nevertheless, usum non tollit abusus, and the following (...) rather unsystematic remarks may perhaps be of some help in elucidating and evaluating a mode of thought and expression which has attracted the interest of some of the more profound, as well as of some of the more superficial, theological and philosophical writers of the present day. (shrink)

The projection postulate, which prescribes “collapse of the state vector” upon measurement, is not an essential part of quantum mechanics. Rather it is only an optional discarding of certain branches of the state vector that are expected to be irrelevant for the purpose at hand. However, its use is hazardous, and there are examples of repeated measurements for which the conventional application of the projection postulate leads to incorrect results.

Sven Erik Nordenbo; Bildung and the Thinking of Bildung, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December 2002, Pages 341–352, https://doi.or.

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