The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen (...) and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

A 2 × 2 experiment was conducted to compare the effectiveness of using diagrams to writing summaries for students given biological information to learn and who possessed different levels of expertise in that topic area. A main effect of learning strategy used on number of idea units encoded was found: drawing diagrams was superior to writing summaries. However, no interaction effect between learning strategies and expertise was found. An examination of students’ subjective ratings of cognitive (...) load revealed that those with low expertise reported higher levels of cognitive load when constructing diagrams. These findings suggest that using diagrams is effective for identifying and encoding important information when learning, but that it would be helpful to provide guidance about diagram use particularly to students who are novices in the topic area to reduce cognitive load. (shrink)

The use of automobiles is a major cause of worldwide environmental disruption, including global warming. Policies designed to curb the environmental impact of automobiles present tradeoffs that high school graduates should be prepared to evaluate. This article compares how a group of high school students and a group of specialists with expertise in transportation issues, climate change, or both evaluated two policies designed to ameliorate the impact of automobiles. The policies were a $1 per gallon gasoline tax and (...) a “feebate” policy, which creates additional fees on the purchase of fuel-inefficient automobiles but offers rebates on the purchase of fuel-efficient vehicles. One goal of the study was to identify knowledge and beliefs that students bring to the task as well as to identify misconceptions they may have. Another goal was to identify knowledge used by the specialists that may be accessible or useful to high school students. (shrink)

On elective students may not always be clear about safeguarding themselves and others. It is important that placements are safe, and ethically grounded. A concern for medical schools is equipping their students for exposure to and response to uncomfortable and/or unfamiliar requests in locations away from home, where their comfort and safety, or that of the patient, may be compromised. This can require legal, ethical, and/or moral reasoning on the part of the student. The goal of this article (...) is to establish what students actually encounter on elective, to inform better preparing students for safe and ethical medical placements. We discuss the implications of our findings, which are arguably applicable to other areas of graduate training, e.g. first medical roles post-qualification. An anonymised survey exploring clinical and ethical dilemmas on elective was issued across 3 years of returning final year elective medical students. Questions included the prevalence and type of potentially unsafe scenarios encountered, barriers to saying ‘no’ in unsafe situations, perceived differences between resource poor and developed world settings and the degree to which students refused or consented to participation in events outside of the ‘norms’ of their own training experience. Three hundred seventy-nine students participated. 45% were asked to do something “not permissible” at home. 27% were asked to do something they felt “uncomfortable” with, often an invasive clinical task. Half asked to do something not usually permissible were “comfortable”. 48% felt it more acceptable to bypass guidelines in developing settings. 27% refused an offer outside their experience. Of interest are reasons for “going along with” uncomfortable invitations, e.g. “emergency”, self-belief in ‘capability’ and being ‘more qualified’ than host-personnel. This “best pair of hands available” merits scrutiny. Adverse scenarios were not exclusive to developing settings. We discuss preparing students for decision-making in new contexts, and address whether ‘home’ processes are too inflexible to prepare students for ‘real’ medical life? Ethical decision-making and communicating reluctance should be included in elective preparation. (shrink)

This paper examines the International Student Competition on Place Brand­ing and Mediterranean Diet held in Fermo, Italy, in the context of the devel­opment of rural areas. This one-week food-related educational programme was organised by the University of Macerata’s Department of Education, Cultural Heritage and Tourism in collaboration with The Piceno Laboratory on the Mediterranean Diet, a local network of public and private stakehold­ers committed to the promotion of Fermo area as a touristic destination based on traditional gastronomy. The aim (...) of this study was to understand how and to what extent such food-related educational events may con­tribute to providing students with the knowledge, expertise and soft skills needed for careers in the food tourism sector. Of interest also was how such events may benefit the development of rural areas. The ISC was founded in 2016 and continued in 2017, 2018 and 2019. In order to assess students’ perceptions about the experience, specifically regarding what they felt they had learned about food tourism, and which soft skills they had acquired or honed, 13 students who participated in the 2017 event were interviewed for a qualitative study. Moreover, the authors drew upon information gleaned from interactions with students and teachers, as well as with several important actors of the local food and tourism sector, in­cluding tourism and hospitality entrepreneurs and representatives of gov­ernment agencies, with whom they collaborated in the context of planning, running and evaluating the events. The findings show that the ISC can provide students with a good general understanding of the territory and practical knowledge about place branding and food tourism. In terms of career preparation, the combination of fieldwork activities with traditional lectures and group activities was particularly fruitful in promoting soft skills such as communication, efficient use of social media, teamwork, problem-solving and decision making. (shrink)

In recent years, the increase in stress experienced by students, and the related health problems have become a key challenge for health psychologists. The aim of this cross-sectional survey study was to compare stress, areas of stress and coping-strategies of 246 distance-learning and 254 on-campus students. One-way analyses of variance showed no significant differences in perceived stress and stress symptoms between the student groups. Stress-inducing areas were revealed by qualitative content analysis. Chi-square tests showed that on-campus students (...) significantly more often reported study- and performance-related areas, whereas conflicts between work and private life were more present among distance-learning students. Results also indicated that on-campus students significantly more often cope with stress by means of social support. These findings may help tailoring stress-management interventions for different student groups. (shrink)

The enormous financial cost of criminal justice has motivated increased scrutiny and recognition of the need for constructive change, but what of the ethical costs of current practices and policies? Moreover, if we seriously value the principles of liberal democracy then there is no question that the ethics of criminal justice are everybody’s business, concerns for the entire society. _The Routledge Handbook of Criminal Justice Ethics_ brings together international scholars to explore the most significant ethical issues throughout their many areas (...) of expertise, anchoring their discussions in the empirical realities of the issues faced rather than applying moral theory at a distance. Contributions from philosophers, legal scholars, criminologists and psychologists bring a fresh and interdisciplinary approach to the field. The _Handbook _is divided into three parts: Part I addresses the core issues concerning criminal sanction, the moral and political aspects of the justification of punishment, and the relationship between law and morality. Part II examines criminalization and criminal liability, and the assumptions and attitudes shaping those aspects of contemporary criminal justice. Part III evaluates current policies and practices of criminal procedure, exploring the roles of police, prosecutors, judges, and juries and suggesting directions for revising how criminal justice is achieved. Throughout, scholars seek pathways for change and suggest new solutions to address the central concerns of criminal justice ethics. This book is an ideal resource for upper-undergraduate and postgraduate students taking courses in criminal justice ethics, criminology, and criminal justice theory, and also for students of philosophy interested in punishment, law and society, and law and ethics. (shrink)

This article evaluates the strengths and weaknesses of arguments based on appeals to expertise. The intersection of two areas is explored: (i) the traditional argumentum ad verecundiam (literally, “appeal to modesty,” but characteristically the appeal to the authority of expert judgment) in informal logic, and (ii) the uses of expert systems in artificial intelligence. The article identifies a model of practical reasoning that underlies the logic of expert systems and the model of argument appropriate for the informal logic of (...) the argumentum ad verecundiam. (shrink)

This book offers glimpses into the personal and scholarly lives of 20 giants in the history of psychology. As in the earlier volumes, prominent scholars were invited to prepare chapters on a pioneer who had made important contributions in their own area of expertise. Some of the psychologists described may be the teachers of the instructors who will be the users of this book, potentially providing a personal connection of the pioneers to the students. A special section (...) provides brief portraits of the editors and authors, containing interesting information about the relationship between the pioneers and the psychologists who describe them. Utilizing an informal, personal, sometimes humorous, style of writing, the book will appeal to students and instructors interested in the history of psychology. Each of the five volumes in this series contains different profiles thereby bringing more than 100 of the pioneers in psychology more vividly to life. (shrink)

This article details Cultural DeCoding, a humanities based high school extension program for gifted and talented Year 11 and 12 students in Western Australia. The brainchild of Dr Annette Pedersen and Dr Angela McCarthy, the program runs for four days across the summer holidays before the start of the school term. The program fills a gap that exists in the education of gifted and talented secondary students who are interested in the humanities. It is comprised of sessions run (...) by academics who facilitate discussion and activities based on their area of research and teaching expertise. The group is deliberately kept small in order to give students a chance to engage deeply and respectfully with like-minded others. The intention is to give these students an experience of what university will be like, and to have a chance to think philosophically; namely, critically, creatively and morally, in collaboration with others. (shrink)

The first set of case studies on animal use, this volume offers a thorough, up-to-date exploration of the moral issues related to animal welfare. Its main purpose is to examine how far it is ethically justifiable to harm animals in order to benefit mankind. An excellent introduction provides a framework for the cases and sets the background of philosophical and moral concepts underlying the subject. Sixteen original, previously unpublished essays cover controversies associated with the human use of animals in a (...) broad range of contexts, including biomedical, behavioral, and wildlife research, cosmetic safety testing, education, the food industry, commerce, and animal use as pets and in religious practices. Scientific research is accorded the closest scrutiny. The authors represent a wide range of expertise within their specialized areas of research--physiology, public policy, ethics, philosophy, law, veterinary science, and psychology. The careful analysis of each case makes it possible to elevate the discourse beyond over-simplified positions, and to demonstrate the complexity of the issues. The Human Use of Animals will be welcomed by students and faculty in law, philosophy, ethics, public policy, religion, medicine, and veterinary medicine. It will also interest activists in the animal protection movement, and members of animal protection organizations and Institutional Animal Care and Use Committees. (shrink)

According to the expertise defense, practitioners of the method of cases need not worry about findings that ordinary people’s philosophical intuitions depend on epistemically irrelevant factors. This is because, honed by years of training, the intuitions of professional philosophers likely surpass those of the folk. To investigate this, we conducted a controlled longitudinal study of a broad range of intuitions in undergraduate students of philosophy (n = 226), whose case judgments we sampled after each semester throughout their studies. (...) Under the assumption, made by proponents of the expertise defense, that formal training in philosophy gives rise to the kind of expertise that accounts for changes in the students’ responses to philosophically puzzling cases, our data suggest that the acquired cognitive skills only affect single case judgments at a time. There does not seem to exist either a general expertise that informs case judgments in all areas of philosophy, or an expertise specific to particular subfields. In fact, we argue that available evidence, including the results of cross-sectional research, is best explained in terms of differences in adopted beliefs about specific cases, rather than acquired cognitive skills. We also investigated whether individuals who choose to study philosophy have atypical intuitions compared to the general population and whether students whose intuitions are at odds with textbook consensus are more likely than others to drop out of the philosophy program. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response 4: The Summer of Our DiscontentCaroline EdwardsI write this response on the eve of another wave of industrial action in the UK in November 2022—the Universities and Colleges Union (UCU) “UCU Rising” campaign, the latest in a series of regular disputes over pay and working conditions, the gender and ethnicities pay gap, and casualisation that has been ongoing since 2018. In 2022’s “summer of discontent,” we’ve seen our (...) rail, maritime and transport workers, airport staff, bus drivers, telecommunications workers, postal workers, nurses, refuse workers, and higher and further education staff engage in ongoing industrial disputes with intractable bosses. Even criminal barristers continue with an indefinite, uninterrupted strike after years of government cuts and chronic underinvestment. Everywhere you look, there is a palpable sense of a country on its knees. It’s nearly 100 years since the last General Strike of 1926 and in the UK it’s looking increasingly likely that we will have another General Strike on our hands soon. In “Two Cheers for Blueprints, or, Negative Reasons for Positive Utopianism” Antonis Balasopoulos contextualizes this within the longer economic durée of the shift from Fordist production to so-called flexible accumulation after 1972, writing in this issue that “the turn of capital to the faster and higher [End Page 554] profits involved in financialization rather than infrastructural and industrial investment, form much of the objective, structural ground for what can only be described as the rapid rise of a dystopian structure of feeling in western societies since the early 1970s.” Antonis’s brilliant summary reminds us of the monumental scale of the challenges facing utopian thought and praxis in our current moment. Make no mistake—the “crisis ordinariness” of everyday life under late capitalism that Lauren Berlant identified in Cruel Optimism (2011) has intensified in the years following the Global Financial Crisis (2007–8), the wave of Occupy protests in 2011, and, more recently, the COVID-19 pandemic (2020–). “For some time now,” as Antonis writes, the utopian goals of “happiness, fulfilment, [and] emancipation... have been out of the question altogether.”It’s hard not to agree with this assessment, given the current chaos of life in the UK. Adam Stock’s roundtable contribution “Funding Utopia: Utopian Studies and the Discourse of Academic Excellence” focuses on the academy’s complicity with the neoliberal financialization of what were previously protected as public goods (education, our health service, transport infrastructure, and so on) over the past three decades. As Adam notes, the rhetoric of “excellence” that has come to dominate all areas of university life—teaching, research, public engagement, and the quantifiable “impact” of university research beyond the academy—is really just another way of using competition to mask the market logic of scarcity. Swingeing cuts to publicly funded research have led to a scarcity of resources in scholarly knowledge production, which is legitimated through the discourse of “excellence” and “prestige.” Only a handful of elite research leaders are granted awards and the value of all research becomes judged by its proximity to this distribution (concentration) of wealth within a small number of institutions. Defending education as a public good has long given way to the desperate, existential struggle for survival at UK universities. Numerous institutions are on the brink of bankruptcy, which was the goal all along for the ideologically driven Office for Students (OfS). Market exit, as they euphemistically term it, proves market efficiency.At my own institution, Birkbeck, University of London, the challenge to utopian thinking is all too violently clear. Birkbeck has a special place in the UK higher education system—a university founded nearly 200 years ago in the Crown and Anchor Tavern on the Strand (it was called the London Mechanics’ Institution back then) to offer education to working-class Londoners that [End Page 555] fitted around their busy working lives. As my colleague Joanna Bourke writes in Birkbeck: 200 Years of Radical Learning for Working People (2022), life expectancy in the poorest parts of London was just twenty-nine years; cholera, typhoid, and typhus were major killers; and illiteracy was widespread. At Birkbeck, we are the only university to teach evening classes and offer the requisite support... (shrink)

Updated and expanded to represent the fundamental questions at the heart of philosophical ethics today, the 2nd edition of The Bloomsbury Handbook of Ethics covers the key topics in metaethics and normative ethical theory. This edition includes 13 fully revised chapters, and 4 newly commissioned contributions from a range of esteemed academics who provide accessible introductions to their own areas of expertise. The first part of the book covers the field of metaethics, including subjects such as moral realism, moral (...) psychology, experimental ethics, and evolutionary ethics, as well as two new chapters that respond to ethical debates within moral relativism and moral responsibility that enable students and scholars to better navigate this complicated ethical terrain. Moving onto normative ethical theory, the second part of the book ranges across morality and religion, consequentialism, and particularism, as well as Kantian, virtue, and feminist ethics. Two new chapters on Buddhist ethics and Confucian ethics challenge the constraints of the Western philosophical canon on the field of ethics and helpfully widen the scope of this reference work. This comprehensive edition provides a one-stop resource for students of ethics, which includes updated introductory overviews of the field, and methodological issues, as well as an appendix of additional resources, including technical terms in ethics. (shrink)

Recently, I had a conversation with a colleague which brought back memories of similar conversations in the past. This individual was required to teach a course in informal logic for the first time. His background was in formal logic and he did not understand the nature of this course, the curriculum, nor the skills to be taught. This lack caused him to disparage the course as not worthy of his attention, not consisting of any recognized area of expertise (...) and of little value to students. This situation would not be a problem were it atypical. I believe this bias against an understanding of argumentation is, in part, due to a lack of awareness of the theories, issues, and approaches that inform the dynamics of critical thinking. Like most other areas in philosophy, there is controversy; there are different approaches and arguments. Those who have an understanding of ongoing research in this area rarely disparage the field of informal logic, or fail to acknowledge the developing area of expertise and its history. (shrink)

Does expertise within a domain of knowledge predict accurate self-assessment of the ability to explain topics in that domain? We find that expertise increases confidence in the ability to explain a wide variety of phenomena. However, this confidence is unwarranted; after actually offering full explanations, people are surprised by the limitations in their understanding. For passive expertise, miscalibration is moderated by education; those with more education are accurate in their self-assessments. But when those with more education consider (...) topics related to their area of concentrated study, they also display an illusion of understanding. This “curse of expertise” is explained by a failure to recognize the amount of detailed information that had been forgotten. While expertise can sometimes lead to accurate self-knowledge, it can also create illusions of competence. (shrink)

Using conversation analysis and a collection of naturally occurring US primary care consultations, this article explores the search for pain during primary care physical exams. Inhabiting this activity is a ‘collision’ of expertise between physicians’ clinical knowledge about bodies and patients’ knowledge about their bodies. I show how patients responding to questions like does that hurt? tacitly guide physicians to their pain using pain displays, glottal cutoffs and response delays to observably react to the physician’s touch, delineating painful from (...) non- or less-painful areas. Physicians respond to these practices by altering the trajectory of their touch in coordination with the patient’s embodied behavior. In this local context, physicians’ touch not only constrains patients to affirm pain in a particular location, but it is also a unique affordance for patients to guide physicians while nonetheless preserving the physician’s authority over where to test for pain, thereby maintaining the physical examination activity framework. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:More Is Required of Us: Complicating an Ontology of Experience at the Heart of Community-Based ResearchJerry Rosiekit is both unsurprising and reassuring that the Society for the Advancement of American Philosophy would host an invited lecture on community-university research collaborations. One of the most distinctive features of the tradition of philosophy on this continent has been the insistence that lived experience is the ultimate source of knowledge, and, more (...) importantly, amelioration of individual and collective community experience is the ultimate criterion for validation of knowledge relations. Dr. Ira Harkavy and the Netter Center at which he works represent a version of that ideal made institutionally manifest.In his 2022 Coss Lecture, Harkavy offers a vision for how the ideal of knowledge generation grounded in community experience and serving community priorities could be institutionalized in major US research universities. Furthermore, he makes the case that this transformation of research universities would revitalize our collective commitment to democratic citizenship and governance. It is an appealing vision, earnestly offered. In what follows, I celebrate the merits of this vision but raise concerns that it does not adequately consider questions about the ontology of experience. I review some of those questions and offer suggestions about what an updated ontology of experience, one that could revitalize democracy in the manner Harkavy says is needed, would look like.Experiential Basis for My ResponseA short personal introduction will provide context for (and perhaps lend credibility to) my response comments. I am a Professor of Education at the University of Oregon with affiliate appointments in the Department of Philosophy and in the Department of Ethnic Studies. My empirical research [End Page 81] focuses on how we prepare anti-racist educators to work in public schools (Pratt and Rosiek; Rosiek, “School Segregation”; Mitchell and Rosiek; Sconiers and Rosiek). My area of theoretical specialization is the development of new qualitative methodologies for research on educational equity. The latter involves working out the implications of different epistemologies and ontologies for educational inquiry and practice. Specifically, I have spent most of my career looking at the way teachers’ classroom experiences can be a valid source of general knowledge about educational practice and policy (Rosiek and Atkinson; Rosiek and Gleason).Both branches of my scholarship exist in a dialectic with my community activism around educational equity issues. My largest project to date was a ten-year study of the racial resegregation of a public school district, looking at how students and teachers navigated its aftermath (Rosiek and Kinslow). My most recent project involved two years of working with teachers all over the world to identify the ways they addressed equity challenges during the pandemic and to identify the institutional conditions that helped or hindered such work (DeRosia et al.). In a less academic context, I have worked with local educational activist organizations in my home community to support the needs of immigrant families and students, to create safer spaces for LGBTQIA students, and to get more equity-minded school board members elected.I share all of this just to clarify that I am familiar with the challenge of putting university expertise in the service of community improvement and, more specifically, promoting equity in educational institutions. I am familiar with approaching research in a manner that respects practitioners and non-academic community members as sources of knowledge, not just objects of knowledge.Praise for the Work at the Netter CenterFrom the vantage point that experience provides me, I want to offer energetic praise for the work that Harkavy and the Netter Center have been doing these last three decades. We should all recognize the difficulty of integrating the university’s knowledge-producing role with local education and service work (Brewer; Harkavy et al.). It is even more difficult to do so when aspiring to the ideal of collaborative knowledge production with the community in a manner that genuinely commits to epistemic egalitarianism. Service learning can be trivialized and can become the exploitative enlistment of unpaid labor in the service of an agenda exogenous to both the participants and the community (Santiago-Ortiz; Stoecker). [End Page 82]Sharing the power of designing the focus and means of service projects... (shrink)

In this paper, Leonard Waks investigates connections between listening and expertise or mastery, contrasting approaches from Eastern and Western philosophy. The first section accounts for listening in the Daoist classic Zhuangzi, a work addressing themes in Chinese philosophy through metaphor and story narratives. In one story a character named “Confucius” advises a student to fast the mind and listen recklessly. The affinity between reckless and what has been called “apophatic” listening is demonstrated by the shared feature of mental emptiness (...) — listening without the imposition of conceptual categories. The second section demonstrates close affinities between the account of listening and expertise or mastery in the Zhuangzi and in the account of expert perception in contemporary Western philosophy and psychology, as exemplified by phenomenologist Hubert Dreyfus. (shrink)

Surgical expertise does not have a clear definition and is often culturally associated with power, authority, prestige, and case number rather than more objective proxies of excellence. Multiple models of expertise progression have been proposed including the Dreyfus model, however, they all currently require subjective evaluation of skill. Recently, efforts have been made to improve the ways in which surgical excellence is measured and expertise is defined using artificial intelligence, video recordings, and accelerometers. However, these aforementioned methods (...) of assessment are still subjective or indirect proxies of expertise, thus uncovering the neural mechanisms that differentiate expert surgeons from trainees may enhance the objectivity of surgical expertise validation. In fact, some researchers have already suggested that their neural imaging-based expertise classification methods outperform currently used methods of surgical skill certification such as the Fundamentals of Laparoscopic Surgery scores. Such imaging biomarkers would not only help better identify the highest performing surgeons, but could also improve residency programs by providing more objective, evidence-based feedback and developmental milestones for those in training and perhaps act as a marker of surgical potential in medical students. Despite the potential advantages of using neural imaging in the assessment of surgical expertise, this field of research remains in its infancy. This systematic review identifies studies that have applied neuromonitoring in assessing surgical skill across levels of expertise. The goals of this review are to identify the strongest neural indicators of surgical expertise, the limitations of the current literature on this subject, the most sensible future directions for further study. We found substantial evidence that surgical expertise can be delineated by differential activation and connectivity in the prefrontal cortex across multiple task and neuroimaging modalities. Specifically, novices tend to have greater PFC activation than experts under standard conditions in bimanual and decision-making tasks. However, under high temporal demand tasks, experts had increased PFC activation whereas novices had decreased PFC activation. Common limitations uncovered in this review were that task difficulty was often insufficient to delineate between residents and attending. Moreover, attending level involvement was also low in multiple studies which may also have contributed to this issue. Most studies did not analyze the ability of their neuromonitoring findings to accurately classify subjects by level of expertise. Finally, the predominance of fNIRS as the neuromonitoring modality limits our ability to uncover the neural correlates of surgical expertise in non-cortical brain regions. Future studies should first strive to address these limitations. In the longer term, longitudinal within-subjects design over the course of a residency or even a career will also advance the field. Although logistically arduous, such studies would likely be most beneficial in demonstrating effects of increasing surgical expertise on regional brain activation and inter-region connectivity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Clear Division of Labor Within Environmental Philosophy?William M. Throop (bio)In discussions about the future of environmental philosophy, I have found myself supporting two positions that are in tension with one another. The first, which has been well explored in the last decade, is that environmental philosophy should have a more dramatic impact outside of academic circles. It should affect policy and guide the behavior of non-philosophers, which usually (...) requires that it deeply engage the empirical details of problems it addresses. The second is that environmental philosophy needs to improve its status within the larger philosophical community, which requires its practitioners to use methods that dominate mainstream philosophy and to be conversant with contemporary work in ethical theory, epistemology, metaphysics, and continental philosophy. Some have argued that this tension places a double burden on those training to be environmental philosophers; they must demonstrate both theoretical and practical excellence. I fear that such a standard will limit [End Page 147] the growth of environmental philosophy. It will be daunting to new environmental philosophers and achieved by only a few.With respect to this tension, I suggest that environmental philosophy should support a robust division of labor. Many new environmental philosophers should be recruited from cohorts trained primarily in core areas of philosophy. Most of these thinkers will probably focus on highly theoretical issues—issues that anyone in the field would recognize as philosophical.Their knowledge of environmental problems may be superficial and their audience likely will consist primarily of other philosophers. Their impact beyond philosophy may be quite limited (except for their students). I come from this tradition, and I am still delighted by the purely intellectual puzzles that our field generates. Work of this sort should be honored, but our field will be sterile if it is dominated by this kind of thought.I hope that many other new environmental philosophers will be trained in interdisciplinary environmental graduate programs or "applied" philosophy Ph.D. programs where they will acquire the interdisciplinary expertise necessary to address practical problems and to effectively engage non-philosophical audiences. This group of "practical" environmental philosophers should also include a host of practitioners in other fields who contribute to philosophical dialogue. I suspect that much work in this area will be case-based, empirically sophisticated and, where it addresses non-philosophical audiences, more reliant on compelling metaphors than on tight arguments. I doubt that it is fruitful to view this group as applying the work of the former group. The aims, the sources of insight and the standards of quality for the two groups are categorically different. For practical philosophers, the political feasibility of a proposal matters, and the arguments must have the capacity to move relevant stakeholders. The results of this work may appear to be philosophy-lite to those in the first group, but only if judged by standards that are inappropriate if we accept a division of labor in the field.This division of labor cannot be an apartheid. Many promising innovations in environmental philosophy will come from the interface between these groups. And unfortunately, a good bit of questionable work done in each group may result from a failure to understand progress that has been made by the other group. For example, philosophers focused only on theory may draw implications for action that fail to accord with current empirical information. Practical philosophers may [End Page 148] critique simplified metaethical positions that have long been abandoned in favor of more sophisticated versions. A healthy dialogue and a mutual respect should diminish these dangers. Such a division of labor has significant implications for graduate education, hiring and evaluation of faculty, and allocation of prestige within the field. The health and growth of environmental philosophy will depend on part on how we address these implications.William M. Throop Bill Throop is provost and professor of philosophy at Green Mountain College, an environmental liberal arts college in Poultney, VT. His background is in epistemology and philosophy of science, but in the last decade his work has focused on conceptual and ethical issues in ecological restoration and wilderness preservation. E-mail: [email protected] © 2007 Indiana University Press... (shrink)

Why do some groups succeed where others fail? We hypothesise that collaborative success is achieved when the relationship between the dyad's prior expertise and the complexity of the task creates a situation that affords constructive and interactive processes between group members. We call this state the zone of proximal facilitation in which the dyad's prior knowledge and experience enables them to benefit from both knowledge-based problem-solving processes (e.g., elaboration, explanation, and error correction) andcollaborative skills (e.g., creating common ground, maintaining (...) joint attention to the task). To test this hypothesis we conducted an experiment in which participants with different levels of aviation expertise, experts (flight instructors), novices (student pilots), and non-pilots, read flight problem scenarios of varying complexity and had to identify the problem and generate a solution with either another participant of the same level of expertise or alone. The non-pilots showed collaborative inhibition on problem identification in which dyads performed worse than their predicted potential for both simple and complex scenarios, whereas the novices and experts did not. On solution generation the non-pilot and novice dyads performed at their predicted potential with no collaborative inhibition on either simple or complex scenarios. In contrast, expert dyads showed collaborative gains, withdyads performing above their predicted potential, but only for the complex scenarios. On simple scenarios the expert dyads showed collaborative inhibition and performed worse than their predicted potential. We discuss the implications of these results for theories of collaborative problem solving. (shrink)

Teaching the art of profession-related communication to students of non-linguistic study fields allows instructors to explain their students how to keep up the conversation using facts, data, concepts etc. specific to the area of their future profession. It activates the acquisition processes as well as increases students' motivation to study. The formation of oral monologue speaking skills in students of non-linguistic study fields is one of the tasks within the course of Foreign ( English) Language (...) for Specific Purposes.This process is associated with certain difficulties, which can inhibit learning and demotivated students to study. Among strategies and techniques aiding learning that can be used to improve performance and study outcomes during the course and can be implemented for the enhancement of speaking on occupation-related topics, the mind mapping technique is of specific relevance. It can serve as an interesting and useful tool serving to enhance quality of oral speaking skills in students majoring in Psychology as the representatives of non-linguistic study fields. The article analyses the carried out research concerning the facilitating impact of mind mapping on the oral speech performance of Psychology students. The study hypothesis implies that the use of the mind-mapping technique in the process of preparing for and presenting the talk in the study sessions enhances students' oral monologue speech performance. In order to check the hypothesis, we have conducted the experiment in Bohdan Khmelnytsky National University of Cherkasy at the Department of Psychology. The study involved 46 first-year students, including 34 female and 12 male participants. The respondents were randomly assigned to the experimental mind-mapping group of 23 students ( including 6 males) and the control group of 23 students ( including 6 males as well). The students in the experimental group were involved into the experiment using the mind-mapping technique during their study, and the students in the control group continued their study in the usual way. The hypothesis was confirmed. The mind map use stimulates activity of both brain hemispheres, thus making it easier for students to memorize thematic vocabulary, follow the logical sequence of the talk when speaking. The research findings have shown the effectiveness of implementing the mind-mapping technique into the university course teaching English for Specific Purposes to develop, advance and master students' professional communicative competence. Consistent use of mind maps will also promote the educational process efficiency and have positive effects on the general formation of competitive skilled specialists. (shrink)

This study was administrated to undergraduate students living in the various hostels of Universiti Sains Malaysia. The primary purpose of this study was to identify the most important factors that predict undergraduate students’ level of satisfaction with the student hostels they are living in. This paper also explored the difference in the satisfaction levels of students living in hostels within the campus and those living in hostels outside the campus. Based on literature review, it was hypothesized that (...) there would be a difference in the satisfaction level between these two groups of hostel residents due to the different characteristics that these hostels have. Additionally, this study investigated the most preferred hostels among students and identified the reasons for the preference. A sample population of 288 students (220 females; and 68 males) was involved in this study with 48.3% living in hostels inside the campus and 51.7% living in hostels located outside the main campus area. The result of the study suggests that satisfaction with fees, distance from university facilities, room safety, room size, hostel security, and hostel facilities are the most important factors which predict undergraduate students’ satisfaction with their hostel. There was also a significant difference in the satisfaction level between inside-campus and outside-campus hostels students. The most important factors that influenced that students satisfaction levels were distance from the university facilities, the exterior condition of the hostel, hostel population, satisfaction with transport, hostel security, room size, and room safety. The study also found that the most preferred hostel among the students was Cahaya Gemilang due to its strategic location, close distance to lecture halls and other main facilities in the campus and, good internet network connection. Keywords: satisfaction, hostels, predicting factors, undergraduate students. (shrink)

The paper has two goals. The first is presenting the main results of the recent report Ethics of Connected and Automated Vehicles: recommendations on road safety, privacy, fairness, explainability and responsibility written by the Horizon 2020 European Commission Expert Group to advise on specific ethical issues raised by driverless mobility, of which the author of this paper has been member and rapporteur. The second is presenting some broader ethical and philosophical implications of these recommendations, and using these to contribute to (...) the establishment of Ethics of Transportation as an independent branch of applied ethics. The recent debate on the ethics of Connected and Automated Vehicles presents a paradox and an opportunity. The paradox is the presence of a flourishing debate on the ethics of one very specific transportation technology without ethics of transportation being in itself a well-established academic discipline. The opportunity is that now that a spotlight has been switched on the ethical dimensions of CAVs it may be easier to establish a broader debate on ethics of transportation. While the 20 recommendations of the EU report are grouped in three macro-areas: road safety, data ethics, and responsibility, in this paper they will be grouped according to eight philosophical themes: Responsible Innovation, road justice, road safety, freedom, human control, privacy, data fairness, responsibility. These are proposed as the first topics for a new ethics of transportation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Force and Translation; Or, The Polymorphous Body of LanguageElissa MarderOr un corps verbal ne se laisse pas traduire ou transporter dans une autre langue. Il est cela même que la traduction laisse tomber. Laisser tomber le corps, telle est même l’énergie essentielle de la traduction. Quand elle réinstitue un corps, elle est poésie.—Jacques Derrida, “Freud et la scène de l’écriture”The materiality of a word cannot be translated or carried (...) over into another language. Materiality is precisely that which translation relinquishes. To relinquish materiality: such is the driving force of translation. And when that materiality is reinstated, translation becomes poetry.—Jacques Derrida, “Freud and the Scene of Writing”Babel Revisited (The Mother Tongue and The Translation Machine)On January 20, 2012, Lawrence Summers, former president of Harvard and former Secretary of the U.S. Treasury, boldly announced a six-point vision for reforming the U.S. education system in a New York Times Education supplement editorial modestly entitled, “What you (Really) Need to Know.” For the [End Page 1] purposes of this discussion, I will limit myself here to a brief examination of what he says about the study of foreign languages and the merits of machine translation in the item listed as “number 5”:5. The world is much more open, and events abroad affect the lives of Americans more than ever before. This makes it essential that the educational experience breed cosmopolitanism—that students have international experiences, and classes in the social sciences draw on examples from around the world. It seems logical, too, that more in the way of language study be expected of students. I am not so sure.English’s emergence as the global language, along with the rapid progress in machine translation and the fragmentation of languages spoken around the world, make it less clear that the substantial investment necessary to speak a foreign tongue is universally worthwhile. While there is no gainsaying the insights that come from mastering a language, it will over time become less essential in doing business in Asia, treating patients in Africa or helping resolve conflicts in the Middle East.For those of us who still earn our living by teaching literary texts written in foreign languages in foreign language departments in the university, Summers’s breezy assessment that the university of the future need not (indeed ought not) include extensive foreign language study is, sadly, not exactly news. On the contrary, there is nothing particularly innovative or original about the position he advocates here: his vision of a future “global” American university—in which virtually all speculative activities are conducted solely in English—has already begun to be implemented in various colleges and universities around the world. If his remarks are nonetheless noteworthy, it is because of his apparent willingness—even eagerness—to defend a policy that university officials often officially still pretend to abhor. Indeed, Summers’s position goes far beyond the more familiar pragmatic voices that have concluded that the reduction of foreign language instruction is a necessary and unavoidable consequence of the unfortunate economic reality that the American university as we once knew it has become financially untenable and hence unable to accommodate areas of study that can be construed as nonessential. Instead, Summers goes a step farther: he actively advocates against investing precious university resources in foreign language study on ideological, political, quasi-philosophical, or dare I say it, perhaps even theological, grounds. By appealing to the value of what he calls here “cosmopolitanism,” he clearly implies that English’s status as “global language” discharges English speakers in the U.S. university system from any potential obligation to any other language on the globe. [End Page 2]According to Summers, English is optimally positioned to be a vehicle for genuine “cosmopolitanism” because, as a so-called “global language,” it constitutes a receptive, inclusive, and welcoming “common ground” for multicultural exchange that would be otherwise impossible given the sheer volume and overwhelming diversity of all the other languages in the world. In other words, in his opinion, recourse to English actually facilitates and enhances—rather than inhibits—genuine multicultural encounters as it offsets the potentially... (shrink)

These last decades, the many contributions to the literary output on science and religion have dealt with topics that are on the cutting edge of scientific discovery, topics mainly in the area of theoretical physics, cognitive science, and evolutionary biology. Philosophers of religion, responding to this trend, have therefore struggled with intricate arguments, and have often made use of the highly technical language of these sciences. The overall result was that truly original philosophical contributions, ones that present new perspectives (...) regarding this area, have been very rare. Of these few new research programs, one seems to be particularly promising, especially because of the way it has been throwing new light on how science relates to other disciplines. The originality of this research-area lies in the fact that it refers not to particular scientific discoveries, considered individually, but to the general dynamics of the practical side of science. The crucial concept is expertise, which involves the appeal to authority for the justification of arguments. Many people like to think that scientific knowledge is far from all this, that it is purely objective and that it floats way above the murky waters of subjectivism. Those who are directly involved in scientific practice however know that science is not so clean. Appeal to authority remains very much part of the natural sciences, whether we like it or not. Some philosophers have recently ventured into these somewhat dark caverns of scientific thought and practice, and the result of their work has become very significant. In this paper, I will first offer a brief overview of this philosophical work, and then explore how the new insights regarding scientific expertise and scientific appeal to authority can throw light not only on how science works but also on the issue of authoritative knowhow within the Church. To avoid getting lost within the dim world of abstract principles, I will focus on one particular concrete case, the one of Vatican astronomers. This is a particularly interesting case because this group’s complex role lies precisely at the intersection between theological and scientific expertise. (shrink)

The purpose of the study is to identify the needs of bachelor students of various areas in the field of fine arts in the skills of mastering computer graphics and using its various types in professional activities. The Federal State Educational Standard in the areas of education, general and professional competencies associated with the possession of computer graphics, methods and techniques of work necessary for organizing a holistic process in this discipline are analyzed.

In lieu of an abstract, here is a brief excerpt of the content:298 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Priti Ramamurthy AlterNotes on the Politics of Women’s Studies Graduate Certificates Jennifer Nash’s “Feminist Credentials: Notes on the Politics of Women ’s Studies Graduate Certificates,” published in this same issue of Feminist Studies, provokes a crucial, if difficult, conversation about graduate certificates in women’s studies.1 Nash asks us to question the value of graduate certificates in two (...) registers: first, if the certificate is valuable to those doing PhDs in the disciplines—as professional certification in feminist theory and interdisciplinarity—is women’s studies reproducing its own discounting by continuing to privilege disciplinary formations? And, second, in the highly constrained job market for academic jobs in women’s studies, do those with graduate certificates in women’s studies and PhDs in the disciplines compete with women’s studies PhDs, thereby undercutting the latter’s distinction and chances of getting academic jobs in the very field in which they have been trained? Nash makes it clear that she is not suggesting the graduate certificate be eliminated, nor that only women’s studies PhDs be hired for women’s studies jobs, but rather that this predicament is an effect of the corporatization of the university. To elaborate on the nuance in Nash’s argument and not reproduce the logic of supply and demand that the neoliberal university is producing, I’d like to raise other aporias in the relationship between graduate certificates and PhD education and point to alternate possibilities. 1. In keeping with Nash’s essay, I am using the term “women’s studies” throughout this alternote as well. Priti Ramamurthy 299 The fiscal realities in favor of the graduate certificate in women’s studies highlighted by Nash are all too real. An additional reality is that graduate certificate students subtend women’s studies PhD programs in vital ways. In terms of course offerings, graduate students in certificate programs take a mix of core and elective classes. Given the very small size of most incoming women’s studies PhD student cohorts, without graduate certificate students in women’s studies, departments would be hard pressed to justify offering core and elective courses. For women’s studies faculty, the opportunity to teach not just core but elective courses that draw on their areas or sub-fields of expertise is enabled by graduate certificate students taking their courses. For women’s studies PhD students, this provides a larger range of elective courses to choose from. Many graduate certificate students shape their doctoral projects deeply with the knowledges they get from the certificate courses. Beyond the courses they are required to take, graduate certificate students often continue to work with women’s studies faculty and invite them to serve on their PhD committees. On the one hand, we may posit, as Nash does, that women’s studies faculty thereby service students in other disciplines, but on the other hand, the feminist knowledge produced in the process is exciting and valuable for not just their disciplines but for women’s studies. Departments such as history, geography, and anthropology may have a large cohort of feminist scholars, but graduate certificate students still seek out feminist scholars in women’s studies for their sub-discipline or area studies, and for methodological and/ or theoretical expertise. Unfortunately, many disciplinary and interdisciplinary departments still lack feminist scholars, and in these departments graduate certificate students make important feminist interventions through their doctoral research. To take a recent example, Karin Eriksson, a doctoral student in Scandinavian studies at the University of Washington, was transformed by her GWSS graduate certificate coursework in women of color, indigenous, postcolonial, and decolonial feminisms, queer studies, and feminist epistemologies. She is questioning why her department does not offer a single course on settler colonialism and Sámi ontologies, epistemologies, and axiologies. Her doctoral work, in close collaboration with Sámi indigenous and feminist activists and communities in Sweden, will address questions of settler colonialism. Not only does Scandinavian studies get transformed in the process, but so does women’s studies, especially our own doctoral program and 300 Priti Ramamurthy the students in it who had not engaged with the unique feminist issues raised... (shrink)

Open peer commentary on the article “Learning How to Innovate as a Socio-epistemological Process of Co-creation: Towards a Constructivist Teaching Strategy for Innovation” by Markus F. Peschl, Gloria Bottaro, Martina Hartner-Tiefenthaler & Katharina Rötzer. Upshot: This commentary emphasizes the three levels of a teaching methodology designed to scaffold conceptual autonomy and innovation on the part of graduate students with diverse areas of expertise.

Singing is a way of musical expression interwoven into the human beings' very essence. Voice, as an intimate instrument invisible to the eye, demands as fuller use as possible, which includes muscular stamina and refined listening to sounds. In the educational system, singing is a part of a structured programme with the goal of developing singing abilities and musical culture of participants in the educational process in general. Feeling self-confident and having an image of oneself as a competent and qualified (...) expert in the singing area is of the utmost importance for quality work in the profession of preschool teachers or teachers. The goal of this study was to examine how students at the Teacher Education faculty perceive themselves and assess their singing abilities according to the singing elements we should nourish in working with children. The study aimed at examining how much the students enjoy singing activities, how they appraise their sense of self-confidence in singing, and to which extent the feeling of competence in singing is related with the time component of learning. It was investigated how teachers assess their satisfaction and self-confidence in singing, and whether the connection between these constructs and the type and year of study exists. The research involving 162 participants was conducted in the academic year 2021/2022. The results have shown that students of teacher education faculty are satisfied with their singing abilities and evaluate them well. On the other hand, they lack self-confidence and are not self-assured during singing activities. The results of the t-test showed a statistically significant difference in the assessment of satisfaction with singing abilities between students of early and preschool education and teacher education. The Kruskal-Wallis test determined the existence of statistically significant differences between students of higher years of study and those at lower year of studying according to their assessment of satisfaction with singing activities, wherein students at higher study years gave higher assessments. (shrink)

This book develops an empirically informed normative theory of need-based justice, summarizing core findings of the DFG research group FOR2104 “Need-based Justice and Distributive Procedures”. In eleven chapters scholars from the fields of economics, political science, philosophy, psychology, and sociology cover the identification and rationale of needs, the recognition and legitimacy of needs, the dynamics and stability of procedures of distributions according to needs, and the consequences and sustainability of need-based distributions. These four areas are studied from the perspective of (...) two mechanisms of need objectification, the social objectification by the discursive generation of mutual understanding (transparency) and the factual objectification by the transfer of decisions to uninvolved experts (expertise). The volume addresses academics in the fields of justice research, ethics, political theory, social choice and welfare, framing, individual and group decision making, inequality and redistribution, as well as advanced students in the contributing disciplines. (shrink)

This _Handbook_ provides a comprehensive guide to the practice and principles of child and adolescent psychotherapy around the world. Contents include: * a brief introduction to the child psychotherapy profession, its history and development * a review of the theory underlying therapeutic practice * an overview of the varied settings in which child psychotherapists work * analysis of the growth of the profession internationally * an examination of areas of expertise around the world * a summary of current research (...) Contributors are experienced practitioners from within a diverse range of schools and approaches and so provide a well-rounded picture of child and adolescent psychotherapy today. _The Handbook of Child and Adolescent Psychotherapy_ will be an essential resource for professional psychotherapists, students of psychotherapy, social workers and all professionals working with disturbed children. (shrink)

Educational inclusion remains an area of controversy. While there is a strong moral consensus that children ought to experience a meaningful education irrespective of their ability, the application of this inclusive moral commitment to substantive questions of educational policy and teacher practice remains contentious. In this chapter I argue that the debate over educational inclusion is informed by two rival concepts of education and that the analysis of education foregrounded by the philosopher R.S. Peters can be applied in order (...) to develop a more nuanced account of meaningful access for all students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:400 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. L. Ayu Saraswati People, Professionalization, and Promises: Navigating the Politics of PhD Programs in Women’s Studies I have been housed at four different universities—all in women’s studies. My PhD is from the University of Maryland, College Park. I completed a postdoctoral program at Emory University. My first tenure track position was at the University of Kansas. I (...) am currently a tenured associate professor and graduate advisor at the University of Hawai’i. All of these places have strong women’s studies graduate programs. Yet, each program has its own vision of what a women’s studies doctoral program should look like. Some define their interdisciplinarity by asking students to master at least two disciplinary methods and methodologies as they focus on a particular major field; others offer “tracks” in other disciplines that the program has formally approved and collaborates with; and yet others ask students to credential themselves in two disciplines—the goal being students can then get hired in other disciplines, rather than simply banking only on getting a job in women ’s studies. Which model is best, one may ask? The answer, of course, depends on what one wants to do with a PhD in women’s studies. Hence, in what follows, I will lay out several factors to consider when deciding which program to choose. Then, I will share some challenges we have experienced as faculty members building women’s studies PhD programs so that university administrators can L. Ayu Saraswati 401 further build on and engage in this important conversation of shaping the future of women’s studies PhD programs. For Future PhDs: What I Have Learned as a Women’s Studies PhD Graduate The good news is that not all women’s studies PhD programs are the same. It is up to students to choose which one fits their goal. If students are wholly invested in being interdisciplinary scholars and willing to put all of their eggs in one women’s studies basket, then doctoral programs structured around areas of study or major fields may work better. The University of Maryland, for example, offers five major fields: Gender, Race, Racialization, and/or Diaspora Studies; Art, Culture, Technologies, and Social Change; Bodies, Gender and Sexualities; Gendered Labor, Households and Communities; and Women’s Movements, Global and Local. If none of these major fields fits perfectly—as the fields often reflect the faculty members’ expertise, students can create their own. After choosing or creating a major field, students will then take classes— in theories and methods—that will solidly ground their expertise in their chosen field. In this setup, students may take classes from many departments, such as history, anthropology, ethnic studies, and English, for example, that are centered around their field. The assumption (or the hope) is when students travel through and take these classes in different disciplinary locations, they will then synthesize and transform the knowledge they learn in each department to produce truly interdisciplinary knowledge. The drawback of this model, however, is that it may be harder for the students to land a job in a traditional discipline or in a discipline other than women’s studies. This may be because it is not uncommon that students end up crafting or adopting a more avantgarde method of analysis that does not simply sit neatly in one discipline, such as “literary ethnography,” for example. Many times, however, new and avant-garde methods that students design may not be perceived as innovative. Rather, they may be seen as incoherent. Indeed, as Mary Margaret Fonow and Sally Kitch argue in their article “Analyzing Women ’s Studies Dissertations: Methodologies, Epistemologies and Field Formation,” not devising and discussing a solid feminist methodology that would clearly link the argument and the evidence is one of the main 402 L. Ayu Saraswati problems found in many of these dissertations.1 Their suggestion, therefore, is to strengthen the “fundamentals of research design and writing.” (I will return to this issue later.) In cases where students would like to entertain the possibilities of securing a job in disciplines other than women’s studies, programs that offer concentrations based on... (shrink)

ArgumentThis article discusses two approaches to save the European white stork populations from extinction that emerged after 1980. Despite the shared objective to devise transnational, science-based conservation measures, the two approaches’ geographical focus was radically different. Projects by the World Wildlife Fund and the International Council for Bird Preservation focused firmly on the stork’s wintering areas on the African continent. Interventions by a second group of ornithologists at the Max Planck Institute for Ornithology in Radolfzell concentrated on the Middle East (...) as a migration bottleneck. Based on archival research, interviews and correspondence with involved ornithologists, the article examines stork representations as an important lens for investigating the professional politics of ecology and conservation. It shows that representations of white storks, the birds’ ecology, and derived conservation hotspots became part of the boundary work used by European ornithologists in the creation of changing scientific and institutional identities. (shrink)

The issue of gender is one of the important indicators for understanding religious interpretations at the individual and social levels. One of the responsible institutions in shaping the gender approach in Turkey are the Faculty of Theologies. The majority of the students who are studying in theology faculties and who will take part in the religious services of the society after completing their education are women. It is clear that the religion and gender understanding of female students of (...) theology faculties will have various levels of influence on the religious and social life of women and men in society, now and in the future. This article, which is studied with a qualitative research method, focuses on the religious and gender understanding of female students of theology faculty. The most basic conclusion reached in this article; the female students of the faculty of theology do not have a homogeneous understanding of religion and gender, they have traditional and modern approaches together. The students are mentally inconsistent and indecisive about many issues related to gender.Summary: Gender perceptions are One of the areas that have changed rapidly with the modernization processes. The issues concerning gender and religion recently have become a matter which is the subject of intense debate in Turkey. Theology faculties also take part as a party to the debates and tensions about gender and religion. This study focuses on the gender and religious understanding of the female students of the Faculty of Theology and to examine the intellectual and material factors that nurture them. The scope of the study was limited to Dicle University Theology Faculty female students. The data of the study was obtained by the qualitative research method. In this article, which takes the religion and gender understanding of female students of Theology Faculty as the main problem; the ontological value of women, the authority of men over women, the paid work and management of women in the public, the change of the Shari'ah provisions on gender with social change, the beating of women and the themes formed in this context are examined.The religious and social status of women in Muslim societies was not shaped by the Qur'an or practices of the Prophet, but by the discourse created by hadith narrations and the influence of economic and political conditions. The development of this discourse was also influenced by the image of the ‘seductive’ Eve and the patriarchal culture of Mesopotamia, which were inherited from the Jewish and Christian tradition.Women's social position within the traditional society structure was legitimized by religious traditions, some of which date back to pre-Islamic times, and by the contribution of the rising jurisprudence and ascetic movements in the historical process and has resisted change for centuries.Nearly all of the female students of the Faculty of theology consider that there is no difference between men and women ontologically in the context of the value that Allah gives to both sexes.According to them, the physical and emotional naivety of women cannot be interpreted as the ontological worthlessness of women or as their lack of intellect and religion.About half of female students think the final decision in the family should not always be in the male.According to them The Prophet's practices on this subject are a very important example. In some cases, he consulted his wives and followed their suggestions. Therefore, narrations that trivialize the thoughts and demands of women in the family have cultural and not religious influences.All female students think that women can work outside the home on a paid basis. Moreover, according to the vast majority of female students, women can be managers in the public sector. The students who are in this view think that the narrations stating that the woman cannot be a manager in the public can be ignored for reasonable reasons. About one-third of female students think that the Shari'a provisions in Islamic law regarding women and family may be able to changed with new jurisprudence, while one-third think that some of them may be able to changed with the change of social conditions. Another view shared by nearly a third of students is that Sharia provisions on gender will not be changed over time. Nearly two-thirds of the female students in the research sample do not approve of beating women under any circumstances. A third of female students think that a woman can be beaten if she disobeys her husband. Some of them are confused about how to interpret the verse about the beating of women.It is unthinkable that the Faculties of Theology, which cannot be an actor of religious social change, stay away from the wind of change of a rapidly modernizing society. The rapid flow of time of change on the one hand, and the absence of a tradition or strategy of the Faculties of Theology on the other, resulted in the Faculties of Theology becoming the object of social change in many contexts. This situation made the Faculty of Theology's understanding of religion hybrid, fragmented and unstable between traditional and modern approaches and quite open to the effect of political conjuncture. In this context, although the understanding of gender in theological faculties is not at the same level in all, it can be said that traditional understandings are in the form of a softened form in favor of modernity.The students of the Faculty of Theology at Dicle University are mostly grown up in the Eastern and Southeastern Anatolia regions and are generally members of the lower-middle societies. In most of the female students who come from a social structure where the social status of women is quite low and girls are regarded as worthless compared to boys, an awareness be formed about the social position of women during the education of the Faculty of Theology. Through the study of the Faculty of theology, female students realize that religion is not responsible for the otherized position of women, but for religionized traditions. Two main factors determining the gender understanding of women students of the Faculty of theology can be mentioned. These can be roughly categorized as the main sources of religion and their interpretation by denominations, as well as the socio-cultural habitats of the students and their individual experiences. On the subject of gender, there is a tension between verse, Hadith and their interpretations made by sects and the values and norms of modernity internalized by female students. At Dicle University Faculty of Theology, it is not possible to talk about a learning system and intellectual accumulation that would allow to overcome this tension. This causes mental and emotional bifurcation in female students and leads them to become caught up in a vortex between religious and social reality on many issues. An important consequence of this is the lack of updated religious norms to guide them in many issues that have emerged as an alternative to religious beliefs and practices in the context of gender and have become established values and have common practices in modern life, and have led them to modern secular tendencies and this leads to an internal secularization. The lack of updated religious norms to guide female students in many subjects that are widely practiced in Modern life leads them to modern secular tendencies, which lead to an insider secularization. The fact that female students are mostly traditional in discourse but modern in action on gender and religion makes this situation testable. (shrink)

In the United States, the field of bioethics has expanded over the last two decades. Several institutions offer graduate-level training at both the masters and doctoral level. However, a lack of published literature on the outcomes of doctoral training in bioethics from the perspective of graduates exists. Researchers conducted an online survey of doctoral students who had finished all doctoral requirements but their dissertation, as well as doctoral graduates, of four US-based institutions to ascertain their perspectives on a number (...) of items regarding their doctoral training and their perception of how that training prepared them for their current role in the workforce. Responses from 34 participants were assessed. Respondents had positive overall views on the utility of a bioethics doctorate and the educational training they received in their respective programs. A number of areas for improvement were identified, including better structured clinical ethics training, greater opportunities for research and publishing, and having the ability to teach during their doctoral program, as well as formal pedagogy training. Greater exposure to clinical ethics consultation during the doctoral program was associated with feeling fully prepared as a clinical ethics consultant. This is the first study to assess the perspectives of bioethics doctoral graduates and ABD students regarding the utility of a bioethics doctorate. Per the perspectives of graduates and ABD students, bioethics doctorates are important and effective to train professional bioethicists. We recommend that a few key changes to these programs’ curricula can further bolster their effectiveness. (shrink)

Trying to introduce post-graduate management students to the world of philosophy is indeed no easy task. Not only is there a shortage of formal schooling in philosophy amongst business school or business management departmental academic staff, but there is resistance from many sides. Fellow academics question the necessity of such ‘wishy-washy’ issues for business and management students and institutional challenges make it difficult to create a syllabus that falls within the expertise area of another academic department. (...) This paper tracks the development of a postgraduate module introducing students to philosophy and philosophical thinking, but this is not done under the auspices of a Philosophy department. Rather, it is the initiative of a Business Management department. The paper tracks the whole journey of how the module History and Philosophy of Management came to being under the auspices of the Department of Business Management at UJ and presents an argument for an increased focus on and sensitivity toward philosophy and the bearing it has on management research and practice. (shrink)

Philosophers and scientists have across the ages been amazed about the fact that development and learning often lead to not just a merely incremental and gradual change in the learner but sometimes to a result that is strikingly different from the learner’s original situation: amazed, but at times also worried. Both philosophical and cognitive neuroscientific insights suggest that experts appear to perform ‘different’ tasks compared to beginners who behave in a similar way. These philosophical and empirical perspectives give some insight (...) into what happens when a novice is transitioning to a stage of expertise. Generally, this implies that increased skill and expertise support better results and a more flexible performance, in part because these allow an agent to withdraw part of her attention and other cognitive resources from the tasks involved, enabling her to devote those resources to supporting, or completely different, tasks. As positive as these developments appear, these changes have also raised concerns. The main concern is whether gaining expertise is like raising a ‘cognitive monster’ which escapes the individual’s conscious control and influences her actions with undesirable automatisms. If so, we should ask ourselves whether experts are capable of taming this monster. The answer appears initially not to be positive. Indeed, it has been noted that since it is difficult for experts to withhold automatic responses this can lead to inflexibility or performance that is only optimal under certain conditions, because it is limited to a specific domain, often context-dependent, biased and inflexible. In what follows, I will consider this challenge of protecting expertise and harnessing this brittleness from philosophical and cognitive neuroscientific perspectives. Taking into account that action is in general determined by a multitude of factors, with learning and development affecting how these factors exert their influence, a philosophical question is how this complex and dynamic process can be explained and subsequently, how controlling it might be understood. First, though, I will present the issue at hand more closely: should we appreciate expertise if it is similar to growing a ‘cognitive monster’? Second, I will introduce the framework of a “Sculpted Space of Actions” (Keestra, 2014), which I developed in order to explain how the challenge of selecting an adequate option for action is facilitated by expertise as it helps to constrain the space of potential action options. Subsequently, the question is raised of how such a Sculpted Space of Actions influences an expert’s engagement with specific situations, like teaching students in a classroom setting. It will be argued that a well prepared expert—teacher or otherwise— is not only able to rely upon her routines but will at the same time be more perceptive and attentive to unforeseen events and actions, according to the recent cognitive neuroscientific theory of Predictive Processing. Integrating the theory of Predictive Processing with the Sculpted Space of Actions framework, I conclude that expertise contributes to adaptive and flexible responses to specific contexts, yet only if it is associated with explicit planning and articulation of situation specific intentions—the latter effectively putting the cognitive monster at rest for a while. (shrink)

The current study investigated the adaptations which occur in visual search behaviour as a function of expertise in rugby union players when completing attacking scenarios. Ten experienced players and ten novice players completed 2 vs. 1 attacking game scenarios. Starting with the ball in hand and wearing a mobile eye tracker throughout, participants were required to score a try against a defender. The scenarios allowed for a pass to their supporting player or trying to run past the defender. No (...) between group differences were found in fixating on the supporting attacking player. However, EP increased the length and frequency looking at the area immediately ahead of the supporting player, particularly when executing a spin pass. NP fixated longer and more frequently at the defender, whilst EP fixated more frequently in the space the supporting player would run into in Switch and Dummy Switch scenarios. More successful passes were completed and tries scored by EP compared to NP. Differences in visual search behaviour between experienced and NP suggest that the experts extract information from areas directly related to guiding the motor action; the space immediately ahead of the support player to pass the ball in. Contrastingly, novices use a more allocentric perspective where the actions from the defender are used to guide their motor actions. (shrink)

Senior lecturers/lecturers in mental health nursing (11 in round one, nine in round two, and eight in the final round) participated in a three-round Delphi study into the teaching of health care ethics (HCE) to students of nursing. The participants were drawn from six (round one) and four (round three) UK universities. Information was gathered on the organization, methods used and content of HCE modules. Questionnaire responses were transcribed and the content analysed for patterns of interest and areas of (...) convergence or divergence. Findings include: the majority (72.8%) of the sample believed that insufficient time was allocated to the teaching of HCE; case studies were considered a popular, although problematic, teaching method; the ‘four principles’ approach was less than dominant in the teaching of HCE; and virtue ethics was taught by only 36.4% of the participants. The Delphi technique proved adequate and worth while for the purposes of this study. Further empirical research could aim to replicate or contradict these findings, using a larger sample and recruiting more university departments. Reflection is required on several issues, including the depth and breadth to which ethics theory and, more controversially, meta-ethics, are taught to nursing students. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In MemoriamFrede V. NielsenFrederik PioOne of the major figures in Scandinavian music education research is no longer among us. We lost Professor Frede V. Nielsen earlier this year. On March 21, he passed at the age of 70 after a long period of time with weakened health.Nielsen presented his retirement lecture on June 8, 2012. It was attended by a huge crowd of former and current students, colleagues, (...) friends, and collaborators. In spite of his declining health, Frede had many plans for the future as professor emeritus, a status that unfortunately turned out to be much too short.For more than forty years Nielsen was a leading thinker in music education research in Denmark. During this period he developed several master programs in music teacher education as well as research programs for music education. But his efforts extend beyond Scandinavia since he is well known in ISPME (International Symposium for Philosophy of Music Education) as well as in RAIME (Research Alliance for Institutes of Music Education) to which he contributed over many years.Nielsen was employed at Danmarks Lærerhøjskole in 1971, where he completed his doctoral degree in 1983. His dissertation was an empirical study entitled “Experience of musical tension.” This work was later elaborated in a US context by Clifford K. Madsen among others. For two decades Nielsen’s book, General Music Didactics, originally published in 1994, has been considered a [End Page 213] standard reference work. Today it is being widely used in multiple printings in teacher education institutions all over Scandinavia.Nielsen’s intellectual heritage was especially strong in relation to the German tradition of Musik Didaktik. He had strong connections to the German research tradition, and in this area of expertise he was always among the most well informed. When most people in Scandinavia were looking primarily towards the Anglo-Saxon research tradition, Nielsen looked to Germany. Thus his ability to explore off the beaten track (at a time when he felt that it was needed in Scandinavia) was a part of his originality.For Nielsen the educational concept of Didaktik never became a technical category but was firmly anchored to a philosophical foundation by means of phenomenology. His didactical theory of “music as a multispectral universe of meaning” was shaped in close alliance with existential phenomenological insights. He insisted on the necessity for all educational thinking to be grounded in ongoing philosophical reflection. Very predictably this focus would eventually lead him into a role as co-chair together with Estelle Jorgenson when ISPME was founded at Lake Forest, Illinois, in June, 2003.Nielsen was cofounder of the Nordic Network of Research in Music Education in 1992, which has since gone on to become a significant resource and an important platform both for established researchers in music education as well as upcoming talent from all over Scandinavia. In 1995, Nielsen was also co-founder of the yearbook Nordic Research in Music Education that is still among the best publications of its type. He served as chief editor for this important series for many years. Right up to the very end he was doing research, supervising doctoral projects, editing forthcoming issues of the “MPS series” which he also founded.Frede V. Nielsen was an outstanding scholar in his field. His career and life were dedicated to serve and study music in teaching and education. He leaves behind a great spiritual vacuum in Copenhagen where he taught and researched for more than forty years. [End Page 214]Frederik [email protected] © 2013 Philosophy of Music Education Review... (shrink)