Drawing upon concepts from actor‐network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the (...) human and non‐human, and enacts an anti‐foundationalist ontology provides the basis for a radical materialist understanding of the multiplicity of educational practices. (shrink)

In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory . The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into being through the play of linkages among heterogeneous elements. Then, further readings focus not only on the (...) material practices that become enacted and distributed, but also on the otherings that occur: the various fluid spaces and ambivalent belongings that create actor‐network but also escape them. For educational research, particularly in educational reform and policy, it is argued that ANT analyses are particularly useful to examine the complex enactments in these dynamics. That is, ANT can illuminate movements of ordering and disordering that occur through minute socio‐material connections in educational interventions. ANT readings also can discern, within these attempts to order people and practices, the spaces of flux and instability that enable and protect alternate possibilities. (shrink)

A key component of research on human sentence processing is to characterize the processing difficulty associated with the comprehension of words in context. Models that explain and predict this difficulty can be broadly divided into two kinds, expectation‐based and memory‐based. In this work, we present a new model of incremental sentence processing difficulty that unifies and extends key features of both kinds of models. Our model, lossy‐context surprisal, holds that the processing difficulty at a word in context is proportional to (...) the surprisal of the word given a lossy memory representation of the context—that is, a memory representation that does not contain complete information about previous words. We show that this model provides an intuitive explanation for an outstanding puzzle involving interactions of memory and expectations: language‐dependent structural forgetting, where the effects of memory on sentence processing appear to be moderated by language statistics. Furthermore, we demonstrate that dependency locality effects, a signature prediction of memory‐based theories, can be derived from lossy‐context surprisal as a special case of a novel, more general principle called information locality. (shrink)

This article provides a brief background of key issues in physician burnout, a significant problem in the healthcare industry. The extent and severity of burnout are not well understood, and those seeking help are often stigmatized. A number of different approaches to alleviating burnout have been suggested, but the problem lacks any single or simple solution.We posit that an ethics committee may be well positioned to help address this issue because of its unique position within an institution. An ethics committee (...) serves the entire hospital staff regardless of department. As such it may be able to identify common elements in the development of burnout, and can serve as a conduit to administration in identifying these. An ethics committee can obtain information about the extent of burnout by conducting surveys to assess the extent and severity of burnout in an institution, and serve as a central resource to help address and alleviate it.Finally, an ethics committee may be able to act as an intermediary between practitioners and the administration, in advising the administration of the extent of the problem and offer suggestions for alleviating it. (shrink)

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses What constitutes a context for learning? How do we engage (...) the full resources of learners for learning? What are the relationships between different learning contexts? What forms of teaching can most effectively mobilise learning across contexts? How do we methodologically and theoretically conceptualise contexts for learning? Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces. (shrink)

A number of theoretical positions in psychology—including variants of case‐based reasoning, instance‐based analogy, and connectionist models—maintain that abstract rules are not involved in human reasoning, or at best play a minor role. Other views hold that the use of abstract rules is a core aspect of human reasoning. We propose eight criteria for determining whether or not people use abstract rules in reasoning, and examine evidence relevant to each criterion for several rule systems. We argue that there is substantial evidence (...) that several different inferential rules, including modus ponens, contractual rules, causal rules, and the law of large numbers, are used in solving everyday problems. We discuss the implications for various theoretical positions and consider hybrid mechanisms that combine aspects of instance and rule models. (shrink)

Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, Bennett, Braidotti, Marres and Whatmore, we suggest (...) that sociomaterialist approaches to the more-than-human open up extended understandings and productive alternative practices of politics. While recognising that this is a work in progress and not without difficulties and challenges, we argue that there is much to be gained for educational researchers from engaging with such approaches. (shrink)

This book celebrates the work of Patricia Werhane, an iconic figure in business ethics. This festschrift is a collection of articles that build on Werhane’s contributions to business ethics in such areas as Employee Rights, the Legacy of Adam Smith, Moral Imagination, Women in Business, the development of the field of business ethics, and her contributions to such fields as Health Care, Education, Teaching, and Philosophy. All papers are new contributions to the management literature written by well-known business ethicists, such (...) as Norman Bowie, Richard De George, Ronald Duska, Edwin Hartman, Michael Hoffman, Mollie Painter-Morland, Mark Schwartz, Andrew Wicks, and others. The volume is comprised of articles that reflect on Werhane’s work as well as build on it as a way to advance further research. At the end of the festschrift, Pat Werhane provides responses to each chapter. The first chapter of the book also includes the overview of Patricia Werhane’s work and her academic career. The book is written to appeal to management scholars and graduate students interested in the areas of Business Ethics, Modern Capitalism, and Human Rights. Patricia Werhane is one of the most distinguished figures in the field of business ethics. She was a founder of the field, she is one of its leading scholars, and she has had a profound impact on the world of business practice. Among her many accomplishments, Pat is known for her original work on moral imagination, she is an acclaimed authority on employee rights in the workplace, and she is one of the leading scholars on Adam Smith. Having been active in Academia for over 50 years, Werhane is a prolific author of over a hundred articles and book chapters, and the author or editor of twenty-seven books, including Adam Smith and his Legacy for Modern Capitalism, Moral Imagination and Management Decision-Making, and co-authored books Organization Ethics in Health Care, Alleviating Poverty Through Profitable Partnerships, Obstacles to Ethical Decision-Making, Corporate Responsibility: The American Experience, and Research Approaches to Business Ethics and Corporate Responsibility. (shrink)

Papers addressing the role which human motivation plays in a wide range of specialties including clinical psychology, internal medicine, sports psychology, ...

This chapter contains sections titled: Introduction Background to the Study Actor‐Network Theory The Prescribed Curriculum: An (In)visible Token? Inferences Acknowledgments References.

Richard Wagner (1813-1883) zählt zu den herausragendsten Komponisten der Welt überhaupt und gilt aufgrund seiner musikalischen Interpretationen als ein Erneuerer der europäischen Musiklandschaft. Er fühlte eine enge Verbindung zu Ludwig van Beethoven, da eben sein Werk für die Entscheidung verantwortlich war, sich der Musik zuzuwenden. Das vorliegende Werk ist eine Hommage an den deutschen Künstler und erschien zu seinem einhundersten Geburtsjahr 1870. Es handelt sich hierbei um die englische Übersetzung der deutschen Originalfassung.

In this series of lectures on the painters Hsia Kuei (twelfth-thirteenth centuries), Shen Chou (fifteenth-sixteenth centuries), and Shih-t'ao (seventeenth-eighteenth centuries), Richard Edwards explores the special relationship between the self and landscape in Chinese art. These three painters, each important in his own time and deemed a master by later critics, were all concerned with the subjective in the objective world. In Chinese painting there is no clear desire to separate these two realms; rather, there is a constant, conscious play (...) between the physical reality of the world and the subjective vision of the artist. The artist is continually imitating the world--sometimes more, sometimes less--but he never denies its appearance to the point of total abstraction; nor, in the other extreme, does he claim for the physical world an existence independent of his own involvement. Richard Edwards is Professor Emeritus of East Asian Art and Art History, University of Michigan. (shrink)

This article provides a material enactment of educational theory to explore how we might do educational theory differently by defamiliarising the familiar. Theory is often assumed to be abstract, located solely in the realm of ideas and separate from practice. However, this view of theory emerges from a set of ontological and epistemological assumptions of separating meaning from matter that are taken to be foundational, when this need not be the case. Drawing upon what variously might be termed materialist, performative (...) or post‐human positions, the article suggests that it is possible to re‐enact theory as a matter‐ing practice—of matter and meaning. The assumption of a separation that divides theory from practice is challenged in this article, which suggests that theory matters by being entangled with the material and that a separation of matter from meaning is an effect. This approach enacts things as matters of concern by contrast with the representation of objects as matters of fact. In this way, educational theory becomes a form of responsible experimentation rather than simply a representation of others. Some implications for education are outlined. (shrink)

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalisation, incuding: What is the role of the teacher, and how do we teach in the context of globalisation? What curriculum is appropriate when people and ideas become more mobile? How do the technologies (...) of the internet and mobile phone impact upon what is learnt and by whom? The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning. (shrink)

This book looks at how the notion of the learning society has developed over the years, and how, and why, flexibility has become a more central concept in much policy and academic debate.

This case describes the background of the whistleblower complaint, filed by Daniel Schlicksup, questioning the propriety of Caterpillar Inc.’s “Swiss tax strategy”. The Swiss tax strategy was recommended by its independent auditor, PricewaterhouseCoopers, and designed to transfer to a Swiss entity the profits earned on its sales of “purchased finished replacement parts” to foreign marketers. This strategy enabled Caterpillar to shift $8 billion in replacement parts sales to Switzerland and to avoid or defer paying U.S. taxes on that income. Daniel (...) Schlicksup, a member of Caterpillar’s tax staff, filed an Internal Revenue Service whistleblower complaint against Caterpillar and provided the IRS extensive documentation that served as the foundation for the IRS’s claim Caterpillar owed $2 billion in back taxes and penalties, potentially entitling Schlicksup to a huge whistleblower award ranging from $300 to $600 million. Careful review of this case facilitates student discussion, and enhances student understanding, of the wisdom and morality of Schlicksup’s whistleblowing activities. (shrink)