Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling’s role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism’s economisation of attention. I use Bernard (...) Stiegler’s Platonic depiction of the ambiguousness of all attention channelling mechanisms as pharmaka—containing both poison and cure—to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether young people can use the Internet’s political potentialities to mitigate the exploitation of their unpaid online labour time. That is, on whether the exploitative ‘digital pharmakon’—the capitalistic Web—can at the same time be socio-politically curative. (shrink)

Emancipating from prejudices, dogmatism, fears and mistrust through direct participation is the knot of education for democracy to be solved for a discipline such as education which, in contemporary times, cannot and must never be deaf to change. The essential assumption is that citizenship education needs a solid ethical and moral dimension, as well as a personal and social one, before political and administrative; only when the awareness of the inviolable rights of individuals, men and citizens, of their indifferent protection (...) and awareness of the choices to be made for their exercise emerges from below, then it is possible to organize the step to be taken in the direction of educational and training choices. (shrink)

In many settings, and perhaps especially in low-middle income countries, training institutions do not adequately prepare their students for the ethical challenges that confront them in professional life. We conducted a survey to assess the training needs in research ethics among the faculty at the University of Zambia, School of Medicine using a structured questionnaire distributed to faculty members in January 2015. The study was approved by the University of Zambia Biomedical Research Ethics Committee. Seventy-five faculty members of (...) various ranks completed the questionnaire. It was found that 31% of the faculty had not received any research ethics training. Of those who had received training, most of them had received it through short workshops of five days or less, while only 27.7% received ethics training as a component of an academic degree and 22.2% obtained it through electronic web-based courses. While most faculty reported being well-prepared to guide their students in developing a research methods section of a research protocol, only 25.3% felt they were well-prepared to guide on ethical considerations. This study has demonstrated gaps in research ethics training among faculty members at UNZASoM. Mandatory instruction in research ethics among faculty and students is recommended. (shrink)

The concept of self-efficacy has been widely studied and shown to contribute to individuals’ job satisfaction. For counselors, the concept measures their belief in their ability to conduct counseling sessions. However, it is an understudied area. As Bandura states, self-efficacy and its sources should be investigated and measured within its domain, which in this case is school counseling. This study examined the impact on school counselors’ self-efficacy and job satisfaction of the personal and environmental factors: mastery experience, social persuasion, vicarious (...) learning, physiological and affective state, the access to training, and perceived supervisor support of training. The cross-sectional study involved 541 Malaysian secondary school counselors nationwide via a random sampling-distributed questionnaire. Results which were analyzed using PLS-SEM, with importance-performance functionality embedded in it, indicated that mastery experience, access to training, and perceived supervisor support of training explained 45.6% variance in counseling self-efficacy and together with counseling self-efficacy, contributed 13.2% variance in job satisfaction among the school counselors. The importance-performance map analysis revealed supervisor support of training as of greatest importance in shaping counseling self-efficacy. Counseling self-efficacy partially mediated the relationship between mastery experience, access to training, supervisor support toward training, and job satisfaction Arising from this finding is a proposed theoretical framework in which efficacy information, environmental determinants and cognitive determinant corresponded together congruently and lead to higher job satisfaction. Suggestions are also made for training providers, content developers, and policymakers to include these factors in professional development training and continuous education, to sustain the wellbeing of school counselors. (shrink)

The crisis of the outdated education system in Ukraine has led to radical changes at all levels. One of such vital changes in 2016 was the New Ukrainian School reform introduced by the Ministry of Education and Science of Ukraine. It relies on critical theories of the postmodern philosophy of education. They are as follows: toleration of difference, rejection of stereotypes and child-centeredness; transformation of teacher’s authority and roles; individualization of the educational process. Importantly, the New Ukrainian School reform has (...) been launched in primary school as a fundamental part of the whole education system. In this regard, it is crucial to train primary school teachers of the new generation who will be able to implement the ideas of the New Ukrainian School. Consequently, it is extremely essential to update the system of corresponding training in higher education institutions in Ukraine. Therefore, the article aims to justify how future primary school teachers are trained for purposes of the New Ukrainian School in the postmodern era. (shrink)

The 21st century, in which science and technology developed with great acceleration, made the physical and social distances between people more permeable with the effect of globalization inherited from the previous century. In such an age where everybody is aware of everything, not only positive developments but also all kinds of information, beliefs and actions that may be considered negative for humanity can instantly spread and become widespread all over the world. For example, the adoption of attitudes and behaviors that (...) do not correspond to human values such as consumption, selfishness, narcissism, vanity, arrogance, humiliation, mockery, especially among young people, is worrisome. It is a fact that the generation Z, who was born in the lap of technology, is vulnerable to technology and more susceptible to its damages. In today's world, which is also defined as the age of technology and information, young people can be exposed to all kinds of written and visual information pollution via the internet. Moreover, this situation paves the way for negative attitudes and behaviors such as waste of time and energy, consumption habits, addiction, estrangement from values, alienation, problem of belonging, dissatisfaction among young people. For this reason, this age is polluting the young people not only mentally but also spiritually. Not only the individual themself but also societies have to pay the bill for the inability to satisfy the material and spiritual dimension of the human in a healthy and appropriate manner. For this reason, the education of the new generation is a duty on the family, educators, non-governmental organizations and society as a whole. One of the first and most important steps to be taken in order to protect young people from all these adverse developments and to ensure their participation in the society as a healthy individual is undoubtedly their upbringing with moral values. Because values are the preconditions for a young person to exist as an adult with personality, morality, responsibility, sensitivity to the other and their environment, and who has discovered their own meaning and importance in the world. Therefore, knowing the spiritual-humanistic values of young people, who are the guarantors of the future, will give adults an idea about predicting today and the future and taking necessary measures. The aim of this study is; to determine the spiritual-humanistic value tendencies of high school students. The research was conducted on a total of 450 students studying at different types of high schools in the province of Sinop in the 2019-2020 academic year. The research data was collected through questionnaires and scales from quantitative research methods were analyzed according to age, gender, class, economic status, perception of success, family structure, family attitude perception, duration of social media use and social media usage purpose variables. According to the results of the research, the students got the highest average score (4.28) from moral values and the lowest average score (3.19) from respect value. There is a positive correlation between all dimensions of the spiritual-humanistic values disposition scale. Mann Witney U-Test and Kruskal Wallis H-Test, which are non-parametric tests, were used in the analysis of the scale that did not show normal distribution. According to the test results, there was no relationship between the sub-dimensions of the scale; moral values, love, respect and sensitivity mean scale score and gender, age, perception of success, family attitude perception, duration of social media use and social media use purpose variables, because p> 0.05. However, there was a significant correlation between the point average of moral tendency of the sample group and school type, mother education and father education; between the average score of love value and the school type variable; respect value average score and class, school type, perceived economic situation and mother education; between the mean score of sensitivity value and the variable of family structure (p <0.05). (shrink)

The first words in the inaugural version of the American Psychological Association Ethical Standards of Psychologists (1953) declared, ?Psychology is a science? (p. v). Professional ethics for all of the mental health disciplines support science (and objectivity) for knowledge and practice. Using school psychology as an example, consideration is given to the presence of science and research in the scientist-practitioner, professional practitioner, and psychoeducational training and practice models. Although none of the three models truly ignores a commitment to science, (...) the potential Achilles heel comes from the individual practitioner who fails to rely on science in planning, implementing, and evaluating interventions. Similarly, idiosyncratic preferences within training programs could lead to a diminution of science in the curriculum. (shrink)

Journal of Philosophy of Education, EarlyView.

Journal of Philosophy of Education, Volume 56, Issue 3, Page 438-449, June 2022.

Music expertise is known to be beneficial for cognitive function and development. In this study, we conducted 1-year music training for school children in China. The children were assigned to music or second-language after-class training groups. A passive control group was included. We aimed to investigate whether music training could facilitate working memory development compared to second-language training and no training. Before and after the training, auditory WM was measured via a digit span task, (...) together with the vocabulary and block tests of the Wechsler Intelligence Scale for Child IV. The results of the DS task revealed superior development in the music group compared to the other groups. However, further analysis of DS forward and backward tasks indicated that the performance of the three training/non-training groups only differed significantly in DS backward scores, but not in the DS forward scores. We conclude that music training may benefit the central executive system of WM, as reflected by the DS backward task. (shrink)

IntroductionExperimental research on animals has been guided by principles of the three Rs: reduction, refinement and replacement.1 Recently the fourth R—rehabilitation—has also been incorporated to enhance the welfare of animals that are used in research. With growing scientific curiosity and increasing research, animal use has anything but reduced despite the fact that modern technology has brought to fore many alternatives to animal use.2 ,3 There are many arguments for and against animal use. In India, there has been a proposal to (...) ban the use of animals for training and academic purposes, as reported in two major daily newspapers. This has evoked mixed reactions from the scientific community. We conducted this study to assess the awareness, attitudes and practices regarding the use of animals and their alternatives, in medical training and research amongst medical teachers and students.Study designA …. (shrink)

Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution (...) requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person. (shrink)

Educational transitions play a pivotal role in shaping educational careers, and ultimately social inequality. Whereas parental socioeconomic status (SES) and cognitive ability have long been identified as key determinants of successful educational transitions, much less is known about the role of socio-emotional skills. To address this gap, the present study investigated whether Big Five personality traits predict success in the transition from secondary school to vocational education and training (VET) above and beyond SES, cognitive ability, and other covariates. Using (...) data from Starting Cohort 4 of the German National Educational Panel Study (NEPS; N = 4,137), we defined seven indicators of successful transition: obtaining a VET position, number of acceptances for VET positions, starting a VET position, (the absence of) dropout intentions and actual dropout, final VET grade, and satisfaction with VET. The results revealed that some Big Five traits were incrementally associated with several indicators of transition success. Conscientiousness emerged as the single most relevant trait, predicting all the transition success indicators but one (dropout intentions). The other Big Five traits had much weaker and less consistent links with transition success. Extraversion predicted the final VET grade and obtaining a VET position; Agreeableness was linked to a higher risk of dropout. Openness and Emotional Stability had no incremental effects on transition success. There was also some evidence for both compensatory and synergistic interactive effects, with Openness moderating mainly the effects of parental SES (on dropout intentions, actual dropout, and number of acceptances), and Agreeableness moderating the effects of cognitive ability (on obtaining a VET position, number of acceptances, and satisfaction with VET). Although individual effect sizes were small, the Big Five’s joint contribution to transition success was non-negligible, and often larger than that of sociodemographic characteristics and cognitive ability. Our results suggest a hitherto underappreciated contribution of personality to successful transitions to VET. (shrink)

There is an extensive body of work that has previously examined the teaching of ethics in business schools whereby it is hoped that the values and behaviours of students might be provoked to show positive and enduring change. Rather than dealing with the content issues of particular business ethics courses per se, this article explores the philosophical foundations and the structural conditions for developing ethical training programs in business schools. It is informed by historical analysis, specifically, an (...) examination of Platonic and Aristotelian philosophies that inspires virtue ethics, and together provides four conditions for consideration: respect for law, dialectics, imitation and deliberation. We outline the necessary structural conditions for implementing these requirements as well as suggesting the necessary pedagogical protocol applicable to all courses. It is argued that reference to our two ancient Greek philosophers provide many valuable and insightful lessons for the implementation of ethical training today including choice of theoretical content and the approach towards learning. Further, the enactment of a pedagogical protocol requires a policy of recruiting and managing business school teachers-instructors that takes into account, and consciously encourages, intellectual, relational and spiritual pedagogical qualities. (shrink)

Summary Criticism of the traditional institution?based system of teacher training for primary schools is reviewed and recent responses to GATE requirements summarised. It is argued that such criticisms, and any radical reforms involving the transfer of training responsibility to the schools, should take account of client opinion of its likely effects. Clients here are taken to refer to students in training and school teachers including headteachers. For this study an open?ended questionnaire on the advantages and (...) disadvantages of traditional institution?based and radical school?based systems was administered to all students at the end of a PGCE course, and to a part?opportunity and part?random sample of teachers and headteachers in local schools. Their responses are tabulated and discussed. The vast majority of these clients foresaw considerable problems with a radically reformed system and, balancing the gains and losses that such a reform might bring, they demonstrated a clear preference for the existing system. (shrink)

We use discourse analysis to examine a group supervision meeting in which graduate students who are training to become school counselors discuss counseling experiences that they had at local high schools. Focusing on metadiscourse, or talk about talk, we integrate Ochs’ concepts of epistemic stance and affective stance and Tannen’s discussion of linguistic strategies as ambiguous and polysemous in terms of power and solidarity in order to demonstrate how counselors-in-training construct their identities as what Woodside et al. (...) call ‘boundary-dwellers’ in their professional community of practice. Examination of metadiscourse regarding address terms and the speech act of asking questions – and in particular highlighting how participants use negatively valenced affect words, the verb feel, and what Tannen calls ‘constructed dialogue’ – reveals their stances of uncertainty and discomfort, their transitional professional identities as entailing an uneasy navigation of relationships, and their recognition of the pivotal role of language in the process. (shrink)

An experimental study was designed to analyze the effect of school-based training in self-regulation learning strategies on academic performance. Class-level variables were considered and the effects of the intervention were measured at the end of the intervention and 3 months later. A sample of 761 students from 3rd and 4th grades, from 14 schools, participated in the study. Data were analyzed using three-level analysis with within-student measurements at level 1, between-students within-classes at level 2, and between-classes at level (...) 3. Data showed a positive effect of the intervention on student performance, both at post-test and at follow-up considering the four school subjects together. However, the effect was significant just at follow-up when subjects were considered separately. Student performance was significantly related to the students’ variables and the context. Finally, students’ gender and level of reading comprehension, as well as the teacher’s gender, were found to moderate the effect of the intervention on students’ academic performance. Two conclusions were highlighted: first, data emphasize the importance of considering time while conducting intervention studies. Second, more teaching experience does not necessarily translate into improvements in the quality of students’ instruction. (shrink)

Responding to Michael Luntley's article, ‘Learning, Empowerment and Judgement’, the author shows he cannot successfully make the following three moves: (1) dissolve the analytic distinction between learning by training and learning by reasoning, while advocating the latter; (2) diminish the role of training in Wittgenstein's philosophy, nor attribute to him a rationalist model of learning; and (3) turn to empirical research as a way of solving the philosophical problems he addresses through Wittgenstein. Drawing on José Medina's analysis of (...) the fundamental role of training in Wittgenstein's later philosophy, the paper offers a tour of key passages in the Investigations and other works to develop an understanding of what Wittgenstein meant by ‘mastery of techniques’. In opposition to Luntley's liberal‐individual, or his subject as rational agent, the author explores Wittgenstein's non‐foundationalist, forms of life approach to how we act with agreement. More effort must be given to differentiating Wittgenstein's view from that of the analytic school, which Luntley appears to echo despite his criticism of the analytic divide. (shrink)

This book provides an up-to-date treatment of the subject without arcane terminology or abstract argument.