The article describes an extension of the original idea of the fifth dimension model to pre-school age. We found out that small schildren are not able to use in their activity the tasks formulated by the adults. Learning tasks inbedded in different narratives were used in 5D environments. Experimental research lead to a hypothesis on the status of narrative learning as ”transitory activity system” between play and school learning. The hypothesis is presented and a transitory model sketched. Examples (...) on children’s sense making and narrative learning in problem situations are are offered at the end of the article. (shrink)

. The use of narrative to communicate and convey particular points of view in society has increasingly become the focus of academic attention in recent years. In particular, MacIntyre. (1985, 1988, 1990, 1999) has paid attention to the role of narrative in the conflict between different traditions when developing his virtue approach to ethics. Whilst there has been continued debate about the application of virtue approaches, some arguing that it is incompatible with business, I disagree and have already (...) argued for a form of virtue that will focus business on society’s needs rather than better business itself. Here I continue to develop the argument in two ways. First, I will explore the predominant business narrative and offer some comment on the ‘virtues’ that it promotes. However, rather than accepting this narrative, I want to challenge it with a narrative from the environmental tradition. I consider how adopting the virtues promoted by an environmental narrative it would shape business practices and challenge current business conventions. As a second step, I will focus on how we can change managers’ perceptions of business to reflect these environmentally based virtues. (shrink)

An Organisation for Economic Cooperation and Development research priority, innovative learning environments have been translated into policy and practice in 25 countries around the world. In Aotearoa/new Zealand, learning spaces are being reconceptualised in relation to this policy work by school leaders who are confronted by an impetus to lead pedagogic change. The article contributes a conjunctural analysis of the milieu around the redesign of these education facilities. Recognising that bodies and objects entwine in pedagogic spaces, we contribute a (...) new materialism reading of ILEs as these are instantiated in New Zealand. New materialism recognises the agential nature of matter and questions the anthropocentric narrative that frames the post-enlightenment conception of what it means to be human. The decentring of human subjects through a materialist ontology facilitates a consideration of the power of objects to affect the spatial politics of learning environments. The article traces a relationship between the New Zealand strategic plan for Education 2015–2021 and principal conceptions of ILE as the lived spaces of this policy actualisation and the disciplinary/control society conjuncture. Informed by theories of spatial practice, we argue that principals’ understandings of ‘space’ are integral to pedagogic approaches within open-plan spaces. A conjunctural analysis can expand the capacity to act politically. By examining the complex conditions of a political intervention, in this case ILEs, we trace the displacements and condensations of different sorts of contradictions, and thus open up possibilities for action. (shrink)

Conviction Narrative Theory (CNT) is a theory of choice underradical uncertainty– situations where outcomes cannot be enumerated and probabilities cannot be assigned. Whereas most theories of choice assume that people rely on (potentially biased) probabilistic judgments, such theories cannot account for adaptive decision-making when probabilities cannot be assigned. CNT proposes that people usenarratives– structured representations of causal, temporal, analogical, and valence relationships – rather than probabilities, as the currency of thought that unifies our sense-making and decision-making faculties. According to (...) CNT, narratives arise from the interplay between individual cognition and the social environment, with reasoners adopting a narrative that feels “right” to explain the available data; using that narrative to imagine plausible futures; and affectively evaluating those imagined futures to make a choice. Evidence from many areas of the cognitive, behavioral, and social sciences supports this basic model, including lab experiments, interview studies, and econometric analyses. We identify 12 propositions to explain how the mental representations (narratives) interact with four inter-related processes (explanation, simulation, affective evaluation, and communication), examining the theoretical and empirical basis for each. We conclude by discussing how CNT can provide a common vocabulary for researchers studying everyday choices across areas of the decision sciences. (shrink)

School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children participated in a weeklong summer camp, (...) during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information. We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts. (shrink)

Narrative accounts misrepresent discovery by reconstructing worlds ordered by success rather than the world as explored. Such worlds rarely contain the personal knowledge that informed actual exploration and experiment. This article describes an attempt to recover situated learning in a material environment, tracing the discovery of the first electromagnetic motor by Michael Faraday in September 1821 to show how he modeled new experience and invented procedures to communicate that novelty. The author introduces a notation to map experiment as an (...) active process in a real-world environment and to display the human agency written out of most narratives. Comparing maps of accounts shows how knowledge-construction depends on narrative reconstruction. It is argued that invention processes can be interpreted in the same way as discovery, and a study is proposed to compare packaging learned skills into demonstration devices with the innovative strategies of inventors such as Edison. If situational knowledge is as important as is claimed, computationalists need to join science studies scholars in coming to grips with nonverbal and procedural aspects of discovery and invention. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:NARRATIVE AND EXPLANATION: EXPLAINING ANNA KARENINA IN THE LIGHT OF ITS EPIGRAPH Marina Ludwigs University ofCalifornia, Irvine In this paper, I will be examining the relation of explanation to narrative, looking briefly at the theoretical side ofthe problematic and in more detail at specific explanatory issues that arise in Tolstoy's novel Anna Karenina. Although the use itselfofthe term "explanation" is not as visible in the humanities as (...) it is in the sciences, the explanatory enterprise by other names is just as prominent. For indeed, an animating impetus behind textual interpretation is an explanation ofhowatextcan be brought into a correspondence with another text, while contemporary critical-theoretical activities of demystifying aesthetic and cultural assumptions, contextualizing historical knowledge, or laying bare ideological presuppositions are, in one way or another, engagements in the explanation ofthe workings of language. I approach humanistic explanation via a brief detour of scientific explanation, which constitutes an already established discourse with a set of defined issues and standard arguments, limiting myself to touching upon issues relevant to the narrativization of explanation. In scientific debates, explanation is defined as an answer to the question of "why?," in contradistinction to the question of "what?," which prompts a description of a phenomenon in question. Descriptive and explanatory conceptual frameworks, however, are interdependent. A physical description involves an "in-depth" understanding of underlying regularities. An explanatory answer to a question is, in its turn, an argument that logically deduces the explanandum (the description ofa phenomenon to be explained) from the explanans (well-understood regularities). This Marina Ludwigs125 formal definition of an explanation necessitates a symmetry between explanation and prediction, because the reconstructed logical sequence can also be read in the other direction, demonstrating the inevitability of what has occurred. Thus the sight of shattered glass and a baseball lying about allows me to explain the accident by invoking the law ofthe conservation ofmomentum and the low shock-resistance ofglass. But the knowledge of these regularities would have also allowed me to predict the same outcome had I seen the baseball flying in its direction ofthe window. The ontological status of "regularities" has elicited a lively debate in the scientific community pertaining to the problem ofthe "real." The standard view of regularities defines them as general laws (the kind we learn about in physics classes) that could be deductive or inductive, deterministic or statistical. A general law may be subsumed under another, even more general law, thus forming a unifying hierarchy of laws. A rival conception appeals to causal mechanisms and defines regularities as established chains oftemporal succession. Both models, the covering-law and the causal one, have been criticized: the former—for its failure to distinguish a law from an accidental generalization; the latter—for its resurrection ofthe metaphysical notion ofcausal influence and its inability to deal with probabilistic events. One of the later contenders is Nancy Cartwright's model, that proposes to conceive of regularities as so-called "nomological machines"—"fixed (enough) arrangements] ofcomponents, or factors, with stable (enough) capacities that in the right sort of stable (enough) environment will, with repeated operation, give rise to the kind of regular behavior that we represent in our scientific laws" (Cartwright 50). Cartwright claims that scientific models work on the ceteris paribus (everything else being equal) basis. That is to say they "hold only in circumscribed conditions or so long as no factors relevant to the effect besides those specified occur" (Cartwright 28), such as inside a battery, refrigerator, or a rocket—insofar as special shielding conditions are in effect (as a counterexample, imagine usingNewton's laws ofmechanics for describing the motion of a dropped crumpled dollar). Cartwright's explanatory framework is thus pragmatic and local, avoiding the twin pitfalls of the metaphysical assumptions underlying the two older models—the totalizing and unifying idea of a covering law, on the one hand, and the influence of causal "force," on the other. What is instead emphasized by her is a procedural aspect of scientific knowledge that has been historically prevalent and reflects the practical exigencies of human existence—the experience of dangers and natural obstacles to human 126Explaining 'Anna Karenina ' desires. When ill-defined impediments are analyzed and reduced to concrete difficulties, specific... (shrink)

In this article, a poetical and performative narrative is shared to examine how the use of stories to critically self‐reflect on oppression facilitates an understanding of critical social theory in nursing education and impacts social justice. A fusion of prose with a poetical narrative is employed; the latter is reserved to capture the immediacy of personal, emotive, and embodied storied experiences. This deeply intimate and dialogical story begins with a pedagogical experiment created to facilitate nursing students' understanding of (...) critical social theory. Drawing upon Paulo Freire's work, the nursing teacher in a professional development course attempted to deconstruct power relations and cultivate an open and safe learning environment by sharing a poem that depicts her oppression. Students then anonymously wrote a word/statement about their oppression. The teacher created a composite poem from students' words and shared it with the class; it was a powerful moment that highlighted their shared humanity. As a way to further explore stories and consider how to preserve these words, a small group of students and the teacher formed the ‘the oppression group’. Towards the end, we conclude an unfinished story by realizing that the chains of oppression are loosening and humanity is surfacing. There is still a camouflaging of an authentic self. There are still stories to be told. The group is not yet certain if a social representation of an authentic self is possible and if all stories can be told. It has become apparent that the personal can play out in social justice as enacted in the classroom between teacher and students and provides an entry point into the development of the capacity to be social agents in nursing. The group simultaneously concludes the story with both an ending and a threshold of social justice. (shrink)

Traditionally, analytic philosophers writing on aesthetics have given short shrift to nature. The last thirty years, however, have seen a steady growth of interest in this area. The essays and books now available cover central philosophical issues concerning the nature of the aesthetic and the existence of norms for aesthetic judgement. They also intersect with important issues in environmental philosophy. More recent contributions have opened up new topics, such as the relationship between natural sound and music, the beauty of animals, (...) and the aesthetics of gardens. Using these materials, it is now easy to include a module on the aesthetics of nature as one part of an introductory course on aesthetics, or even to design an entire upper-level undergraduate or graduate seminar around the topic. Author Recommends: Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Readers coming fresh to contemporary debates may find the lack of attention to natural beauty in twentieth-century philosophy somewhat puzzling. This paper, which defends the view that nature cannot be aesthetically appreciated as such, presents this attitude in a particularly pure form. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This seminal essay marks the beginning of contemporary discussion of the aesthetics of nature. Many of its ideas and themes continue to reverberate in contemporary debates. Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture (London: Routledge, 2000). This volume is a collection of Carlson's influential essays on environmental aesthetics. Chapters 4 and 5, 'Appreciation and the Natural Environment' and 'Nature, Aesthetic Judgment, and Objectivity', set the agenda for much subsequent discussion in the aesthetics of nature. Chapter 6, 'Nature and Positive Aesthetics', develops and defends the controversial idea that nature, unlike art, is always aesthetically good. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). In this paper, Berleant presents his influential idea of an 'engaged aesthetics' for nature. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. This article develops Saito's idea that ethical considerations play a critical role in the aesthetics of nature, and presents a novel argument for Positive Aesthetics for nature. Malcolm Budd, The Aesthetic Appreciation of Nature: Essays on the Aesthetics of Nature (Oxford: Oxford University Press, 2002). This book collects Budd's papers on the aesthetics of nature, which contain important criticisms of Carlson's natural environmental model and the notion of Positive Aesthetics for nature. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). This paper argues for the importance of aesthetic appreciation that emphasizes emotional responses to nature. A philosophically sophisticated and influential treatment by a leading aesthetician. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. In this essay, an environmental philosopher gives careful and thorough consideration to the place of aesthetic considerations in environmental protection, focusing on Carlson's work. John Andrew Fisher, 'What the Hills are Alive With: In Defense of the Sounds of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 167–79. Reprinted in The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004). Most discussions of nature aesthetics focus on visual experiences; this essay is the first philosophical study of the aesthetics of natural sounds. A nuanced and original paper. Allen Carlson and Arnold Berleant. 'Introduction: The Aesthetics of Nature'. The Aesthetics of Natural Environments. Eds. Allen Carlson and Arnold Berleant (Peterborough, Ontario: Broadview Press, 2004), 11–42. A comprehensive review of the literature, this essay contains the best available bibliography on the subject. Online Materials: http://plato.stanford.edu/entries/environmental-aesthetics/ Environmental Aesthetics: Allen Carlson's entry in the Stanford Encyclopedia of Philosophy. http://www.aesthetics-online.org/articles/index.php?articles_id=17 Teaching Environmental Aesthetics: Allen Carlson's article on the American Society for Aesthetics Web site. http://www.uqtr.uquebec.ca/AE/Vol_6/ Volume 6 of AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique: Papers by Thomas Heyd and Ira Newman on Allen Carlson's book Aesthetics and the Environment, along with a response from Carlson. http://www.contempaesthetics.org/newvolume/pages/article.php?articleID=400 Paradoxes and Puzzles: Appreciating Gardens and Urban Nature: An essay by Stephanie Ross in the online journal Contemporary Aesthetics. Sample Syllabus for a three-week module in an undergraduate aesthetics course: This three week module can easily be adapted to fit shorter available class time or reduced reading expectations for students. A lighter two-week module, for instance, would drop the Hepburn reading and do either the Carroll essay or the Saito essay, but not both. Note that all readings for this module are reprinted in Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Reading: Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Discussion of Hepburn's essay will allow the instructor to bring out the distinctive issues and themes of the aesthetics of nature. Week 2: Objectivity or Subjectivity? Readings: Allen Carlson, 'Appreciation and the Natural Environment'. Journal of Aesthetics and Art Criticism 37 (1979): 267–76. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. This section covers two very different approaches to thinking about the aesthetic appreciation of nature. Consideration of these provides an opportunity for students to reflect on nature's relationship to art, and on the character of aesthetic experience itself. Week 3: Pluralistic Approaches Readings: Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. This section considers approaches that are motivated by perceived limitations of the two approaches mentioned above. In discussing these, students will focus on the significance, for the aesthetics of nature, of emotion and also of broader ethical considerations. Sample Syllabus for an upper-level undergraduate or graduate seminar: Books on Syllabus: Glenn Parsons, Aesthetics and Nature [AN] (London: Continuum Press, forthcoming November 2008). Allen Carlson, Aesthetics and the Environment: The Appreciation of Nature, Art and Architecture [AE] (London: Routledge, 2000). Allen Carlson and Arnold Berleant (eds.), The Aesthetics of Natural Environments [ANE] (Peterborough, Ontario: Broadview Press, 2004). Week 1: Introduction Parsons, AN, ch. 1. Allen Carlson, 'Environmental Aesthetics'. The Routledge Companion to Aesthetics. Eds. Berys Gaut and Dominic Lopes (London: Routledge, 2001), 423–36. Don Mannison, 'Comments Stimulated by Reinhardt's Remarks: A Prolegomenon to a Human Chauvinistic Aesthetic'. Environmental Philosophy. Eds. Don Mannison, Michael McRobbie, and Richard Routley (Canberra: Australian National University, 1980), 212–16. Ronald Hepburn, 'Contemporary Aesthetics and the Neglect of Natural Beauty'. British Analytical Philosophy. Eds. Bernard Williams and Alan Montefiore (London: Routledge and Kegan Paul, 1966), 285–310. Reprinted in ANE. Week 2: Imagination Parsons, AN, ch. 2. Thomas Heyd, 'Aesthetic Appreciation and the Many Stories About Nature'. British Journal of Aesthetics 41 (2001): 125–37. Reprinted in ANE. Emily Brady, 'Imagination and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 139–47. Reprinted in ANE. Marcia Eaton, 'Fact and Fiction in the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 149–56. Reprinted in ANE. Week 3: Formalism Parsons, AN, ch. 3. Carlson, 'Formal Qualities and the Natural Environment', AE, ch. 3. Allen Carlson, 'On the Possibility of Quantifying Scenic Beauty'. Landscape Planning 4 (1977): 131–72. Ira Newman, 'Reflections on Allen Carlson's Aesthetics and the Environment'. AE: Canadian Aesthetics Journal /Revue canadienne d'esthetique 6 (2001) http://www.uqtr.uquebec.ca/AE/Vol_6/Carlson/newman.html>. Nick Zangwill, 'Formal Natural Beauty'. Proceedings of the Aristotelian Society 21 (2001): 209–24. Week 4: Science and Nature Aesthetics Parsons, AN, ch. 4. Aldo Leopold, 'Country'. A Sand County Almanac, with Essays on Conservation from Round River (New York, NY: Ballantine Books, 1966), 177–80. Carlson, 'Appreciation and the Natural Environment', AE, ch. 4. Carlson, 'Nature, Aesthetic Judgment, and Objectivity', AE, ch. 5. Glenn Parsons, 'The Aesthetics of Nature'. Philosophy Compass 2 (2007): 358–72. Week 5: Positive Aesthetics Carlson, 'Nature and Positive Aesthetics', AE, ch. 6. Eugene Hargrove, Foundations of Environmental Ethics (Denton, TX: Environmental Ethics Books, 1996), ch. 6. Yuriko Saito, 'The Aesthetics of Unscenic Nature'. Journal of Aesthetics and Art Criticism 56 (1998): 101–11. Malcolm Budd, 'The Aesthetics of Nature'. Proceedings of the Aristotelian Society 100 (2000): 137–57. Glenn Parsons, 'Nature Appreciation, Science and Positive Aesthetics'. British Journal of Aesthetics 42 (2002): 279–95. Week 6: Animals Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]), Pt. III, sec. VI. Holmes Rolston III, 'Beauty and the Beast: Aesthetic Experience of Wildlife'. Valuing Wildlife: Economic and Social Perspectives. Eds. Daniel J. Decker and Gary R. Goff (Boulder, CO: Westview Press, 1987), 187–96. Glenn Parsons, 'The Aesthetic Value of Animals'. Environmental Ethics 27 (2007): 151–69. Week 7: Pluralism Parsons, AN, ch. 5. Noël Carroll, 'On Being Moved by Nature: Between Religion and Natural History'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 244–66. Reprinted in ANE. Yuriko Saito, 'Appreciating Nature on its Own Terms'. Environmental Ethics 20 (1998): 135–49. Reprinted in ANE. Ronald Hepburn, 'Nature Humanized: Nature Respected'. Environmental Values 7 (1998): 267–79. Ronald Hepburn, 'Trivial and Serious in Aesthetic Appreciation of Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 65–80. Glenn Parsons and Allen Carlson, 'New Formalism and the Aesthetic Appreciation of Nature'. Journal of Aesthetics and Art Criticism 62 (2004): 363–76. Week 8: Engagement Parsons, AN, ch. 6. Arnold Berleant, 'The Aesthetics of Art and Nature'. Landscape, Natural Beauty and the Arts. Eds. Salim Kemal and Ivan Gaskell (Cambridge: Cambridge University Press, 1993), 228–43. Reprinted in ANE. Cheryl Foster, 'The Narrative and the Ambient in Environmental Aesthetics'. Journal of Aesthetics and Art Criticism 56 (1998): 127–37. Reprinted in ANE. Allen Carlson, 'Aesthetics and Engagement'. British Journal of Aesthetics 33 (1993): 220–27. Week 9: The Sublime Immanuel Kant, Critique of the Power of Judgment. Trans. P. Guyer and E. Matthews (Cambridge University Press, 2000 [1790]). Excerpts from sections 23–9. Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful. Ed. James T. Boulton (Notre Dame, IN: University of Notre Dame Press, 1968 [1757]). Excerpts from Pt. II, sections 1–8. Ronald Hepburn, 'The Concept of the Sublime: Has it any Relevance for Philosophy Today?'. Dialectics and Humanism 15 (1988): 137–55. Stan Godlovitch, 'Icebreakers: Environmentalism and Natural Aesthetics'. Journal of Applied Philosophy 11 (1994): 15–30. Reprinted in ANE. Malcolm Budd, 'Delight in the Natural World: Kant on the Aesthetic Appreciation of Nature. Part I: The Sublime in Nature'. British Journal of Aesthetics 38 (1998): 233–50. Week 10: Aesthetic Preservation Parsons, AN, ch. 7. Janna Thompson, 'Aesthetics and the Value of Nature'. Environmental Ethics 17 (1995): 291–305. Holmes Rolston III, 'From Beauty to Duty: Aesthetics of Nature and Environmental Ethics'. Environment and the Arts: Perspectives on Environmental Aesthetics. Ed. Arnold Berleant (Aldershot, UK: Ashgate, 2002), 127–41. Ned Hettinger, 'Allen Carlson's Environmental Aesthetics and Protection of the Environment'. Environmental Ethics 27 (2005): 57–76. Keekok Lee, 'Beauty for Ever?'. Environmental Values 4 (1995): 213–25. Week 11: Gardens Parsons, AN, ch. 8. Mara Miller, The Garden as an Art (Albany, NY: State University of New York Press, 1993), ch. 1. Mara Miller, 'Gardens as Works of Art: The Problem of Uniqueness'. British Journal of Aesthetics 26 (1986): 252–6. Stephanie Ross, What Gardens Mean (Chicago, IL: University of Chicago Press, 1998), chs. 1, 7. Tom Leddy, 'Gardens in an Expanded Field'. British Journal of Aesthetics 28 (1988): 327–40. David Cooper, 'In Praise of Gardens'. British Journal of Aesthetics 43 (2003): 101–13. Week 12: Art in Nature Parsons, AN, ch. 9. Carlson, 'Is Environmental Art an Aesthetic Affront to Nature?', AE, ch. 10. Sheila Lintott, 'Ethically Evaluating Land Art: Is It Worth It?'. Ethics, Place & Environment 10 (2007): 263–77. Emily Brady, 'Aesthetic Regard for Nature in Environmental and Land Art'. Ethics, Place & Environment 10 (2007): 287–300. Focus Questions1. Are there any important differences between the aesthetic appreciation of art and the aesthetic appreciation of nature? If so, what are they?2. Is preserving nature for its aesthetic value a coherent idea?3. What is the ugliest natural thing or place you can think of? How might proponents of Positive Aesthetics for nature deal with your example?4. Does the concept of the sublime have any significance for our contemporary experience of nature? If it does, what relation does it bear to our aesthetic appreciation of nature?5. Watch Rivers and Tides (2001), the documentary film about the British environmental artist Andy Goldsworthy. Ethically speaking, how do you think we ought to regard his art-making? (shrink)

In recent years, several Vygotskian computer-based learning activities (VCBLAs) were designed in the context of (mathematics) education and implemented on Moodle platform. However, Moodle does not allow users to visualize all chats on a single browser page, and they are forced to open multiple browser windows and switch among them very frequently. This paper describes the features of a plugin for Moodle, called “Quick Chat,” which allows to manage in a single browser window both the narrative flow of a (...) VCBLA and all chats. Some results of an experimentation with PhD students, engaged in solving two mathematical tasks, are shown. (shrink)

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions. -/- This book is the first monograph on (...) philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement. -/- When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research. (shrink)

Narratives, also called stories, can be found in conversations, children’s play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative (...) comprehension, narrative comprehension has a predictive relationship with children’s later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives. (shrink)

Putting laypeople in an active role as direct expert contributors in the design of service robots becomes more and more prominent in the research fields of human–robot interaction and social robotics. Currently, though, HRI is caught in a dilemma of how to create meaningful service robots for human social environments, combining expectations shaped by popular media with technology readiness. We recapitulate traditional stakeholder involvement, including two cases in which new intelligent robots were conceptualized and realized for close interaction with (...) humans. Thereby, we show how the robot narrative together with aspects of power balancing stakeholders, such as hardware constraints and missing perspectives beyond primary users, and the adaptivity of robots through machine learning that creates unpredictability, pose specific challenges for participatory design processes in HRI. We conclude with thoughts on a way forward for the HRI community in developing a culture of participation that considers humans when conceptualizing, building, and using robots. (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of (...) the view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

Open peer commentary on the article “Building Bridges to Algebra through a Constructionist Learning Environment” by Eirini Geraniou & Manolis Mavrikis. Upshot: In striving to support transition or bridging between arithmetic and algebra through software, Geraniou & Mavrikis come up against the need for learners not simply to “reflect” on what they have been doing, but to withdraw from action every so often, consider what actions have been effective, and construct their own narrative to hold together actions and goals (...) and connections to past experience with other topics. (shrink)

Despite the ubiquity of healthcare simulation and the humanities in medical education, the two domains of learning remain unintegrated. The stories suffused within healthcare simulation have thus remained unshaped by the developments of narrative medicine and the health humanities. Healthcare simulation, in turn, has yet to utilize concepts like co-construction and narrative competence to enrich learners’ understanding of patient experience alongside their clinical competencies. To create a conceptual bridge between these two fields (including narrative-based inquiry more broadly), (...) we redescribe narrative competence via Ronald Heifetz’s distinction of “technical” and “adaptive” challenges outlined in his adaptive leadership model. Heifetz, we argue, enriches learners’ self-understanding of the unique demands of cultivating narrative competence, which can be both elucidated on the page and tested within the charged yet supportive simulation environment. We introduce Co-constructive Patient Simulation (CCPS) to demonstrate how working with simulated patients can support narrative work by drawing on the clinical vicissitudes of learners in the formulation and enactment of case studies. The three movements of CCPS—resensing, retelling, and retooling—told through learner experiences, describe the affinities and divergences between narrative medicine’s sequence of attention, representation, and affiliation; Montello’s three forms of narrative competence (departure, performance, change), and Heifetz’s three steps (observe, interpret, and intervene) of adaptive leadership. (shrink)

Open peer commentary on the article “Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective” by Maria Daskolia, Chronis Kynigos & Katerina Makri. Upshot: The target article by Daskolia, Kynigos and Makri shows the great potential of narrative learning to foster general learning skills, such as meaning-making, collaboration and creativity, while facilitating the construction of disciplinary content knowledge. This learning approach has much to recommend it, especially from a constructivist perspective, because it supports the (...) implementation of collaborative and creative learning processes apt to promote reflective dialogue as a basis for knowledge construction, capitalizing on students’ previous knowledge and experience. (shrink)

The purpose of this article is to portray the ethics of suffering based on the published literature. Narrative use has become common in the fields of nursing education and curriculum development and in the determination of practice competencies. Understanding the ethics of suffering implies a hermeneutic movement between alienation and dedication. To understand the ethical significance of human suffering, the scene of suffering is described through the concepts of: to endure, to struggle, to sacrifice life and health, and to (...) become. To respond, to discover, to approach, to touch and to shape patients' different patterns of life implies responsibility: to see, to affirm their dignity by being, and to express this in ethical words. Narration plays a crucial role in transforming suffering, that is, reformulating patients' stories. It is vital that educators should create a learning environment where students can find the courage and intention to be present and listen to patients' narratives. (shrink)

Due to digital transformation, technology advancements, telework, we can no longer pretend that traditional work offers high incentives and efficiency, but on the contrary, traditional work falls behind each year, deeming organizations and individuals to adopt the agile work. Rapid technological developments have altered the way businesses operate, with the goal of producing viable solutions in an environment fraught with unpredictability. This paper is a theoretical narrative review on the general topic of agile work. The present paper addresses the (...) issue of determining the best international practices for implementing agile methodology at work, carrying out a theoretical narrative review. Basing on literature on present-day theory the authors make an attempt to explain the implications of implementing agile methodologies into organizational culture, summarize existing approaches to classifying the main effects on implementing agile methodologies at work, consolidate and document best international practices for agile methodologies development among employers. After defining the concepts of agile method tailoring and agile maturity, the data obtained in the theoretical narrative analysis reveal that the implementing agile methodologies have a direct impact on management style, on teams, on learning environments, and on employee’s mental health. An overall conclusions and discussions section is presented along with the personal opinion of authors. This work is intended to open a post-pandemic agile work research methodology, since there are no systematic approaches to this topic. (shrink)

The procurement decision-making process for complex military product systems (CoPS) has significant implications for military end-users, suppliers, and exchequers. This study examines the usefulness of adopting a fast and frugal decision-making approach for the acquisition of military CoPS. Defence procurement environment is complex. On the one hand, there are uncertainties and severe resource constraints due to regularly changing threat perceptions, limited flow of information about new technologies, and the growing demand to reduce defence related expenses. On the other hand, several (...) stakeholders remain pre-occupied with the demand for ‘zero-error’ technologies. In such a setting, recurrent cost overruns and delays in supply are common in defence procurement programmes, across countries. Taking the illustrative examples of the missile system, fighter jet, and radar system acquisitions in India, we elucidate on ‘optimising’ versus ‘satisficing’ dynamics in the procurement decisions. The paper argues that a fast and frugal decision-making process by relying on judgement, experiential knowledge, and intuitive learning might make procurement processes, adaptively, more efficient. Such an approach would enable a ‘good enough’ technology to be inducted, and improved upon, through regular feedback from the actual environment. The study has implications for policy scholarships on innovation policy instruments under uncertainty. (shrink)

Recent critiques have selected textual evidence for casting Hearne as a failed narrator, because he did not live up to the mercantile or imperialist expectations for late 18th-century explorers, or as a biased narrator, because he never fully moves beyond such valuations. But if we categorize phenomenologically Hearne's experiences as a student of the Arctic throughout his four-year journey, there is more textual evidence for reading it as the account of a civilized narrator's conflicted adaptation to an indigenous society as (...) his consciousness is more and more shaped by Arctic nature. Hearne's A Journey from Prince of Wales's Fort in Hudson's Bay, to the Northern Ocean 1769, 1770, 1771, 1772 (1795) is filled with patterns of experience in which Hearne is learning, often slowly and painfully, a culture of place through his body. Hearne is a developing narrator who moves from experiencing the Arctic as an alien, hostile, and unnatural place to responding directly to its actualities, adjusting over time to the demands the land and its people place on him. As Hearne eventually finds a temporary home in Arctic wilderness, his most significant accomplishment as a narrator is to move the locus of culture into it. As the phenomenologist Edward S. Casey puts it, this results in a 'thickening' between the antinomical oppositions of civilization and Arctic. Viewed in light of his own statements in his Preface, the commendation of contemporary reviewers, and the contrasting limitations of pre-Hearne sub-Arctic narratives, Hearne's Journey amounts to a reconfiguration of 18th-century civilized constructs into three roles grounded in Arctic phenomena: as a naturalist, as a traveler across northern terrain, and as a member of a Chipewyan war party. An ur-narrative of land-based Arctic exploration, Hearne's Journey finally demonstrates an integration with the land and the Chipewyans with whom he travels that establishes phenomenological precedents for the reading of all later accounts of land-based Arctic travel. (shrink)

Clinical research is increasingly conducted in settings that include private physicians’ offices, clinics, community hospitals, local institutes, and independent research centers. The migration of such research into this new, non–academic environment has brought new cadres of researchers into the clinical research enterprise and also broadened the pool of potential research participants. Regulatory approaches for protecting human subjects who participate in research have also evolved. Some institutions retain their own Institutional Review Boards (IRBs), but Independent IRBs, community hospital IRBs and community–based (...) IRBs also fulfill oversight responsibilities. This article sheds light on this evolving world by discussing the findings gleaned from two studies: a study of the decision making processes used by members who serve on different kinds of IRBs and a study of the decision making processes employed by research participants. The article then discusses how the key findings may inform proposed revisions to the Common Rule. (shrink)

While language use in general is currently being explored as essentially situated in immediate physical environment, narrative reading is primarily regarded as a means of decoupling one’s consciousness from the environment. In order to offer a more diversified view of narrative reading, the article distinguishes between three different roles the environment can play in the reading experience. Next to the traditional notion that environmental stimuli disrupt attention, the article proposes that they can also serve as a prop for (...) mental imagery and/or a locus of pleasure more generally. The latter two perspectives presuppose a more clear-cut distinction between consciousness and attention than typically assumed in the communication literature. The article concludes with a list of implications for research and practice. (shrink)

I present an experiment on learning about a game in an initially unknown environment. Subjects play repeatedly simple 2 × 2 normal-form coordination games. I compare behavioral learning algorithms for different feedback information. Minimal feedback only informs about own payoffs, while additional feedback informs about own payoffs and the opponent’s choice. Results show that minimal feedback information leads to a myopic learning algorithm, while additional feedback induces non-myopic learning and increases the impulse with which players respond to payoff differences. Finally, (...) there is evidence for a strategy transfer across games which differ only according to the relabel of actions, but not according to permutation in the payoff matrix. (shrink)

Mankind’s research on marketing has a history of hundreds of years, and it has been fruitful in continuous summary and research. Now the theory of marketing has gradually penetrated into the minds of every company and even individual. A successful marketing strategy is the inevitable result of scientific planning and effective implementation. However, the current marketing strategy has gradually failed to meet the needs of corporates. In order to find the best solution for corporate marketing strategy, we built a simulation (...) environment based on mobile computing and machine learning and compared the differences by simulating several companies of the same size in this city. The results of the study found that intelligent marketing based on machine learning is more suitable for enterprises than general marketing strategies. The efficiency of enterprises has increased by about 20%, and the income of enterprises has increased by more than 30% compared with traditional marketing strategies. This shows that the intelligent marketing strategy based on mobile computing and machine learning to build a simulated environment plays an extremely important role in the peculiarities. (shrink)

One goal of this paper is to argue that autobiographical memories are extended and distributed across embodied brains and environmental resources. This is important because such distributed memories play a constitutive role in our narrative identity. So, some of the building blocks of our narrative identity are not brain-bound but extended and distributed. Recognising the distributed nature of memory and narrative identity, invites us to find treatments and strategies focusing on the environment in which dementia patients are (...) situated. A second goal of this paper is to suggest various of such strategies, including lifelogging technologies such as SenseCams, life story books, multimedia biographies, memory boxes, ambient intelligence systems, and virtual reality applications. Such technologies allow dementia patients to remember their personal past in a way that wouldn’t be possible by merely relying on their biological memory, in that way aiding in preserving their narrative identity and positively contributing to their sense of well-being. (shrink)

Online education has become an essential component of education. Thus, several factors, such as the student’s learning strategy and motivation, generally contribute to their academic success. This study investigates the relationship between learning strategies, motivation, and online learning environment among 150 first-year college students. Employing correlational design, the statistical findings of the study reveal that the r coefficient of 0.59 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision (...) to reject the null hypothesis. Hence, a significant relationship exists between learning strategies, motivation, and the online learning environment. (shrink)

The problem of mortality treats death as posing a paradox for the narrative view of the self. This view, on some interpretations, needs death in order to complete a life in a manner analogous to the ending of a story. But death is inaccessible to the subject herself, and so the analogy fails. Our inability to grasp the event of our own death is thought to undermine the possibility of achieving a meaningful, coherent, or complete life on narrativist terms. (...) Narrativist attempts to solve the problem of mortality often involve exercises in "learning to be dead" in an effort to demonstrate that one's death is not entirely outside one's grasp. But there are different versions of the problem of mortality, which invite disparate solutions. I argue that most versions do not in fact pose a significant conundrum for the narrative view of the self. In order to strike at the narrative view in particular, in a fashion that is significant and a form that is paradoxical, a quite specific type of death must be at issue--one that is sudden and unanticipated. But a suggested solution to this version of the problem of mortality implies that the problem can be dissolved by disavowing certain alleged narrative presuppositions that fuel it. Those suppositions may, in turn, be essential to sustaining a uniquely narrative outlook on life and death. (shrink)

Can fictional literature help us lead better lives? This essay argues that some works of literature can help us both change our personal narratives and develop new narratives that will guide our actions, enabling us to better achieve our goals. Works of literature can lead us to consider the hypothesis that we might beneficially change our future-oriented, personal narratives. As a case study, this essay considers Ben Lerner’s novel, 10:04, which focuses on humans’ ability to develop new narratives, and which (...) articulates a narrative that takes into account both everyday life and large-scale issues like the global, environmental crisis. (shrink)

Multiple cue probability learning studies have typically focused on stationary environments. We present three experiments investigating learning in changing environments. A fine-grained analysis of the learning dynamics shows that participants were responsive to both abrupt and gradual changes in cue-outcome relations. We found no evidence that participants adapted to these types of change in qualitatively different ways. Also, in contrast to earlier claims that these tasks are learned implicitly, participants showed good insight into what they learned. By fitting (...) formal learning models, we investigated whether participants learned global functional relationships or made localized predictions from similar experienced exemplars. Both a local (the Associative Learning Model) and a global learning model (the novel Bayesian Linear Filter) fitted the data of the first two experiments. However, the results of Experiment 3, which was specifically designed to discriminate between local and global learning models, provided more support for global learning models. Finally, we present a novel model to account for the cue competition effects found in previous research and displayed by some of our participants. (shrink)

Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and (...) create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion. (shrink)

We explored the home learning environments of 173 Mexican preschool children in relation to their numeracy performance. Parents indicated the frequency of their formal home numeracy and literacy activities, and their academic expectations for children’s numeracy and literacy performance. Children completed measures of early numeracy skills. Mexican parent–child dyads from families with either high- or low-socioeconomic status participated. Low-SES parents reported higher numeracy expectations than high-SES parents, but similar frequency of home numeracy activities. In contrast, high-SES parents reported higher (...) frequency of literacy activities. Path analyses showed that operational numeracy activities were positively related to children’s numeracy skills in the high- but not in the low-SES group. These findings improve the understanding of the role of the home environment in different contexts and provide some insights into the sources of the variable patterns of relations between home learning activities and children’s numeracy outcomes. They also suggest that SES is a critical factor to consider in research on children’s home numeracy experiences. (shrink)

This paper addresses the issue of narrative influence on knowledge acquisition in science education. Special characteristics of narratives and of narrative processing are compared to characteristics and processing of traditional expository educational materials. This paper goes beyond the existing literature on processing of media presentations that combine narrative and educational contents. Effects of four distinctive narrative features – dramatization, emotionalization, personalization, and fictionalization – are discussed with regard to their influence on single steps in knowledge acquisition (...) to explain the superiority of narratives over expository material found in some studies. The need for a model describing the complex relationships between the effects of the single narrative characteristics on knowledge acquisition is proposed. (shrink)

I encourage Johnson et al. to ground Conviction Narrative Theory in more detail in foundational, earlier decision-making research – first and foremost in Herbert Simon's work. Moreover, I wonder if and how further reflections about narratives could aid tackling two interrelated grand challenges of the decision sciences: To describe decision-making environments; to understand how people select among decision-strategies in environments.

What can we learn from the open and attentive perception of children and poets? How does this perception contribute to a methodology that reaches the intricate entanglement of worldly phenomena in its entire otherness? In this essay, we aim to answer these questions, taking into account the phenomenological grounds which lead us to achieve a singular state of perception and, therefore, a more crystal clear knowledge of the beings and things in the lived world. We seek to explore other forms (...) of rationality and aesthetic sensibility, by considering poetic language and a phenomenological understanding of the environment. We argue for a modality of thought that encompasses the foundations of Goethe, Husserl, Bateson, Ingold, Leiris and Krishnamurti to collapse the dichotomy between person and environment. (shrink)

How do people learn to talk about the causal and temporal relations between events, and the motivation behind why people do what they do? The narrative practice hypothesis of Hutto and Gallagher holds that children are exposed to narratives that provide training for understanding and expressing reasons for why people behave as they do. In this context, we have recently developed a model of narrative processing where a structured model of the developing situation is built up from experienced (...) events, and enriched by sentences in a narrative that describe event meanings. The main interest is to develop a proof of concept for how narrative can be used to structure, organize and describe experience. Narrative sentences describe events, and they also define temporal and causal relations between events. These relations are specified by a class of narrative function words, including “because, before, after, first, finally.” The current research develops a proof of concept that by observing how people describe social events, a developmental robotic system can begin to acquire early knowledge of how to explain the reasons for events. We collect data from naïve subjects who use narrative function words to describe simple scenes of human-robot interaction, and then employ algorithms for extracting the statistical structure of how narrative function words link events in the situation model. By using these statistical regularities, the robot can thus learn from human experience about how to properly employ in question-answering dialogues with the human, and in generating canonical narratives for new experiences. The behavior of the system is demonstrated over several behavioral interactions, and associated narrative interaction sessions, while a more formal extended evaluation and user study will be the subject of future research. Clearly this is far removed from the power of the full blown narrative practice capability, but it provides a first step in the development of an experimental infrastructure for the study of socially situated narrative practice in human-robot interaction. (shrink)

Abstract:In this article, I argue that the cognitive value of narrative arts is an epistemic understanding of a complex set of facts. My argument is the following: because we are epistemically limited agents (in a sense of our cognitive capacity and motivation), engagement with narrative arts is the optimal way to familiarize ourselves with complex phenomena in the world, such as social injustice, institutional racism, and financial crises. Exemplary narrative works of art possess epistemic features that other (...) epistemic sources, such as scientific articles and newspaper reports, lack. These features are narrative compression, simplified language, engagement with fictional characters, and artistic features. These features make exemplary narrative works of art an optimal way for an average agent to learn about the complex world around them. The article consists of three parts: Knowledge and Understanding, Narrative Arts as Epistemic Sources, and Understanding the Financial Crisis of 2007–8 with The Big Short (2015). In the first part, I introduce concepts of knowledge and understanding and explain why they are important for my claim. In the second part, I present my claim and offer arguments for it. In the third part, I illustrate my claim with the movie The Big Short (2015). (shrink)

RésuméCet article analyse le besoin qu'éprouvent certaines personnes de se «reconnecter», ou renforcer lews liens, à une culture dans laquelle elles n'ont jamais été enchâssées, eu égard aux critères auxquels se mesure généralement un tel enchâssement (langue, valeurs, croyances, modes de vie, coutumes religieuses, etc.). Situant les résultats de son analyse par rapport à la pensée de Kymlicka et autres, il fait valoir que des facteurs tels que les liens de parenté, l'identification à autrui et l'expérience du racisme déterminent largement (...) quel est le groupe culturel que les individus parviennent à considérer comme le leur. (shrink)

This chapter examines the role of narratives in our understanding of the relationship between food, agriculture, and the environment. Narratives are the most comprehensive way of representing things that have a historical dimension. They are crucial for putting events into context, portraying characters, and depicting scenarios. The chapter argues that environmental ethics needs to embrace the “narrative turn” in order to account for the diversity of ethical issues surrounding food, agriculture, and the environment, as well as to connect overarching (...) stories about food systems to our everyday lives. It identities several narratives commonly seen in the United States that frame the way we understand food and environmental issues. A narrative approach provides an alternative to theory-driven environmental ethics toward practical, non-academic focus on actual problems and solutions. (shrink)

Ricoeur’s work on narrative has been instrumental in moving the conception of identity from the rational mind (Cartesian) to a text of narratives of meanings, desires, and aspirations. But his effort to question the Cartesian certainty came at a price, namely an excessive emphasis on personhood. This paper explicates the relevance of Bakhtin’s notion of dialogue for management by arguing for a critical examination of Ricoeur’s centripetal superiority of narrative order in favour of centrifugal encounters based on a (...) Bakhtinian (dialogical) tension, one between an active addressor and an active addressee, rather than an active reciter and a passive listener. Adopting Bakhtin’s ideas has clear implications for the management of change and development of learning organisations. (shrink)

We study the claim that multisensory environments are useful for visual learning because nonvisual percepts can be processed to produce error signals that people can use to adapt their visual systems. This hypothesis is motivated by a Bayesian network framework. The framework is useful because it ties together three observations that have appeared in the literature: (a) signals from nonvisual modalities can “teach” the visual system; (b) signals from nonvisual modalities can facilitate learning in the visual system; and (c) (...) visual signals can become associated with (or be predicted by) signals from nonvisual modalities. Experimental data consistent with each of these observations are reviewed. (shrink)

This article examines how narratives mediate human interactions with environments to create a sense of place and identity. We begin with a review of the Greek poem Phaenomena to see how constellations brought a human dimension to the cosmos as well as a sense of predictability. A review of Jean-Paul Sartre’s Nausea illustrates the conception of indifferent space that erases the human presence, and how the imagination comes into play to fill the void. We examine how narratives work to (...) model aspects of environments and draw out meaning where before there was raw substance. Two seminal poems of Baudelaire then present a more subjective modeling of the environment. Pablo Neruda let his poetic vision be reflected in his three homes as protective playgrounds for his imagination. The article concludes that the models we examined are sheltering niches that help us feel at home in the world. As environments turn out to be more interactive, fragile, and complex than previously thought, our narratives also have to reflect on their impact on the sense of home they propose. (shrink)

Design education requires a specific setting that facilitates teaching/learning activities including lecturing, demonstrating, and practicing. The design-studio is the place of design teaching/learning activities and where students/students and students/instructor interaction occur. Proper interior design improves not only the function of such learning environment but also the confidence of its users involved in the teaching/learning process. This study finds impetus in the lack of research data relative to the design of the design-studio classroom, most crucial space in design and architectural education. (...) The purpose of the study is to examine the design-studio classroom environment and to determine, by the perception of its users, to which level this specific environment assures users’ needs and objectives. A survey was developed and distributed to a purposive sample of design and architecture educators. Ninety four responds were collected. The results of the study support the stability of earlier findings that the physical environment has a direct impact on the satisfaction of the space users. The findings suggest that lighting, noise, glare, air quality, temperature, seats comfort and possibilities of arrangement are all essential environmental features in the achievement of an appropriate pedagogic environment. Likewise, it was found that designated workstations are important part of the teaching/learning process of design. It also emerges from this study that lighting is the most important feature. (shrink)

Animals routinely adapt to changes in the environment in order to survive. Though reinforcement learning may play a role in such adaptation, it is not clear that it is the only mechanism involved, as it is not well suited to producing rapid, relatively immediate changes in strategies in response to environmental changes. This research proposes that counterfactual reasoning might be an additional mechanism that facilitates change detection. An experiment is conducted in which a task state changes over time and the (...) participants had to detect the changes in order to perform well and gain monetary rewards. A cognitive model is constructed that incorporates reinforcement learning with counterfactual reasoning to help quickly adjust the utility of task strategies in response to changes. The results show that the model can accurately explain human data and that counterfactual reasoning is key to reproducing the various effects observed in this change detection paradigm. (shrink)