This participatory study, conducted in an introductory psychology class, recounts self-reflections of 22 undergraduate students and their instructor engaging in an GenAI-mediated storyboard generation process. It relies on Gordon Pask’s conversation theory, structuring out the nature of interactions between students, instructor, and GenAI, and then uses a qualitative narrative to describe these conversational feedback loops constituting the creation of draft and final storyboards. Results suggest students engaged in cyclical feedback driven processes to master their creations, used elements of photography related (...) to the relationships between objects in frame, image processing, and cultural objects/themes to generate narratives. Issues were faced with generating text on images, and the consistency and style of generated frames as they interacted with GenAI tools. This study provides guidelines to university teaching professionals to design effective activities mediated by text-to-image GenAI. (shrink)

This participatory study recounts conversational practices occurring between three teachers, a head of school, and a researcher during a month-long curriculum design workshop mediated by the MagicSchool AI technology to create social studies, language arts, science, and mathematics lessons for a virtual special education program. A social paradigm of AI-mediated educational practices is presented, wherein teachers interact with AI tools by embodying co-agency and a spirit of inquiry. Collective practices are interpreted using Gordon Pask’s conversation theory framework, showcasing how to (...) design systems of human-AI feedback loops devoted towards curriculum design. Meeting transcriptions, AI-prompt data, AI-mediated lesson plans, teacher feedback, and final products are shared using narrative inquiry to illustrate how collaborative co-agency culminated in lesson plans that co-observers felt confident in deploying. (shrink)

This mixed methods case study employed Vygotsky’s theory to show how peer and teacher contingent support created individualized zones of proximal development for three students with learning differences in a high school makerspace class at a special education institution. Our results expand extant literature by highlighting the intra- and interpsychological potential of makerspace curricula, specifically for students with learning differences. We employ mixed methods analyses of self-reported responses related to emergent problem navigation, a narrative of class fieldnotes, and visuals of (...) whole class projects to describe full class and individual project-based learning activities. Aggregated results from three students showcase stability in design thinking perceptions through the course of weekly whole class design challenges involving TinkerCAD, Homestyler, and material fabrication techniques. A single student example articulates how similar self-reported perceptions were observed in the non-linear development of an individual project for an end-semester Arts Festival. (shrink)

Like all discourses on the ‘other’, Bataille’s heterology is faced with the problem of conceptualizing the heterogeneous (the other of thought, reason and language), while preserving its alterity, its fundamental resistance to conceptual thought. This paper interrogates the potential parallels between this aspect of Bataille’s notion and some of the prevalent concerns of contemporary and traditional aesthetics. The argument is based on the idea that theories of the aesthetic, akin to Bataille’s heterology, are always inevitably confronted with the paradoxical task (...) of conceptually framing an experience that, per definition, resists philosophical or political appropriation. In relation to this my paper traces a development in Bataille’s thinking from an initial rejection of art and the aesthetic to their later reconfiguration as manifestations of sovereignty. Here I show how Bataille’s notion of sovereign art presents an implicit attempt to overcome some of the aporias to have surfaced in his earlier account of heterology. This development in Bataille’s thought is analysed in the context of his changing relationship with Surrealism. (shrink)

Innovations in information technologies have facilitated the development of new styles of research networks and forms of governance. This is evident in genomics where increasingly, research is carried out by large, interdisciplinary consortia focussing on a specific research endeavour. The UK10K project is an example of a human genomics consortium funded to provide insights into the genomics of rare conditions, and establish a community resource from generated sequence data. To achieve its objectives according to the agreed timetable, the UK10K project (...) established an internal governance system to expedite the research and to deal with the complex issues that arose. The project’s governance structure exemplifies a new form of network governance called ‘pop-up’ governance. ‘Pop-up’ because: it was put together quickly, existed for a specific period, was designed for a specific purpose, and was dismantled easily on project completion. In this paper, we use UK10K to describe how ‘pop-up’ governance works on the ground and how relational, hierarchical and contractual governance mechanisms are used in this new form of network governance. (shrink)

Clinical ethics consultants face a wide range of ethical dilemmas that require broad knowledge and skills. Although there is considerable overlap with the approach to adult consultation, ethics consultants must be aware of differences when they work with infant, pediatric, and adolescent cases. This article addresses unique considerations in the pediatric setting, reviews foundational theories on parental authority, suggests practical approaches to pediatric consultation, and outlines current available resources for clinical ethics consultants who wish to deepen their skills in this (...) area. (shrink)

ABSTRACT‘Active citizenship’ is currently a popular term in citizenship education policy discourse. Despite this policy interest, there is no agreement about the meaning of ‘active citizenship’. This article draws on data from the IEA Civic Education Study to explore how students themselves construct ‘active citizenship’. The results show that students have quite sophisticated conceptions of citizenship responsibilities although their attitudes are gendered. They seem committed to political obligations rather than social obligations and they do not seem inclined to take advantage (...) of their political rights or become involved in protest activities of any kind. (shrink)

Bioethics conjures images of dramatic healthcare challenges, yet everyday clinical ethics issues unfold regularly. Without sufficient ethical awareness and a relevant working skillset, clinicians can feel ill-equipped to respond to the ethical dimensions of everyday care. Bioethicists were interviewed to identify the essential skills associated with everyday clinical ethics and to identify educational case scenarios to illustrate everyday clinical ethics. Individual, semi-structured interviews were conducted with a convenience sample of bioethicists. Bioethicists were asked: (1) What are the essential skills required (...) for everyday clinical ethics? And (2) What are potential educational case scenarios to illustrate and teach everyday clinical ethics? Participant interviews were analyzed using qualitative content analysis. Twenty-five (25) bioethicists completed interviews (64% female; mean 14.76 years bioethics experience; 80% white). Five categories of general skills and three categories of ethics-specific skills essential for everyday clinical ethics were identified. General skills included: (1) Awareness of Core Values and Self-Reflective Capacity; (2) Perspective-Taking and Empathic Presence; (3) Communication and Relational Skills; (4) Cultural Humility and Respect; and (5) Organizational Understanding and Know-How. Ethics-specific skills included: (1) Ethical Awareness; (2) Ethical Knowledge and Literacy; and (3) Ethical Analysis and Interaction. Collectively, these skills comprise a Toolbox of Everyday Clinical Ethics Skills. Educational case scenarios were identified to promote everyday ethics. Bioethicists identified skills essential to everyday clinical ethics. Educational case scenarios were identified for the purpose of promoting proficiency in this domain. Future research could explore the impact of integrating educational case scenarios on clinicians’ ethical competencies. (shrink)

This paper reflects on a number of metaphysical and epistemological aspects of theatrical performance and the theatrical aspects of some philosophical writing. It tries to demonstrate that both philosophy and theater say and show philosophical truths while also giving some evidence for the truth of a pluralist view.

Hipparchia's use of exile as an ethical and rhetorical space from which to critique convention is the point of departure for an examination of the ethics of using exile as a rhetorically effective position for feminist theorizing. To address the ethical problems involved in using exile as a rhetorical space, I argue for a reading of exile as both a rhetorical and embodied space that can maintain an ethical anchor for feminist rhetorical and political practice.

An experimental breast-feeding education programme conducted at the Philippine General Hospital in Manila demonstrated that women could be motivated to improve their breast-feeding practices and lengthen their period of lactational amenorrhoea in comparison to a control group. Mothers who participated in the programme breast-fed their babies more frequently, delayed the introduction of regular supplements, used fewer bottles and pacifiers and maintained night feeding longer than mothers who were not exposed to the positive breast-feeding messages. The programme was successful in lengthening (...) the period of amenorrhoea among women with elementary, high school, or technical school education, but not among college-educated women. Different educational approaches may be necessary for women of different education levels. (shrink)

Women are everywhere in Dune, especially the members of the Bene Gesserit Sisterhood. In the Dune universe, the Bene Gesserit give girls so much practice in honing their skills that it almost guarantees they will grow into supremely confident women who trust their bodies to follow through on any action they desire. The Bene Gesserit in Dune represent a fulfillment of the ideal of the liberated women Beauvoir and Young describe. If women were “given the opportunity to use their full (...) bodily capacities in free and open engagement with the world” and encouraged “to develop specific bodily skills,” they could overcome some of the challenges in a sexist society and make their goals a reality. Dualism has cast a long shadow in Western philosophy, making human bodies out to be burdens entrapping the minds within. In particular, the female body has been treated as a nuisance, even by feminists. (shrink)

This paper reflects on a number of metaphysical and epistemological aspects of theatrical performance and the theatrical aspects of some philosophical writing. It tries to demonstrate that both philosophy and theater say and show philosophical truths while also giving some evidence for the truth of a pluralist view.

The release of a systematic metaphysical treatise, Being and Other Realities, and Volume 23 of the Library of Living Philosophers, The Philosophy of Paul Weiss, then, calls for an exposition of this latest expression and an inquiry into both Weiss's method and its role in the development of his thought up to this point. In what follows, the somewhat novel doctrine of Being and Other Realities will be briefly summarized. Then, Weiss's philosophical method and their role in the development of (...) his system will be addressed. The expressions "method" and "system" refer to the totality of Weiss's different methods and systems; their unities are not entirely clear. What Weiss's "method," is, that is, which one is foremost, has perplexed Weiss's readers for some time. It continues to do so. Here, several methods will be identified, including one based on his early theory of the propositions used in perceptual judgment. This will shed light on the continuity and consistency of his many systematic expressions. Although not an in-depth study of Being and Other Realities, this article is an attempt to place that work in the context of Weiss's entire opus, hopefully making both more accessible. (shrink)

This book is concerned with the social and political aspects of regional groupings, particularly how citizenship education fares in regional contexts. The European Union has revolutionised its political and economic aims into more encompassing social and political goals. The Association of Southeast Asian Nations, on the other hand, is still moving towards fuller integration in social and economic terms as South East Asian nations seek a greater role on the global stage and particularly in the global economy. Both the EU (...) and ASEAN have drawn up educational frameworks that collectively work to harness educational achievements which in turn work to fulfill social and economic objectives at the regional level. This book portrays citizenship issues affecting the two regions and describes the way citizenship education can reflect and address these issues. Case studies on EU and ASEAN member countries make up the book’s two parts which analyse, among other issues: The Changing Landscape of Citizenship Education in England Political Didactics and Political Education in Germany Rethinking a Conceptual Framework for Citizenship Education in ASEAN Countries Education for ASEANness: A tool to build an ASEAN community This book explores new ideas on citizenship and comparative education in regional contexts and will be of interest to researchers concerned with the impact of regionalism on social development and to citizenship educators studying the influence of contexts on the construction of citizenship education. (shrink)

This research monograph is the first book-length study of the philosophical premises of Bataille's theory of art and literature. In contrast to many former interpretations of Bataille's work, Dr Kennedy concentrates on Bataille's writings in the wake of World War Two, especially on the first and the last part of his trilogy, The Accursed Share.

This article focuses on Dorothy Allison’s novel Trashto map how truth functions in the so-called ‘sexual outlaw’s’ efforts to establish a legitimate subject position within lesbian feminism. It suggests that truth is the most valued commodity in establishing that position regardless of one’s position(s) as a sexual outlaw. Sexual outlaws use truth to move from arguing that their sexuality is one of many legitimate expressions of desire to contending that they have developed a more truthful representation of the lesbian than (...) have ‘cultural’ feminists that dominated lesbian feminism in the late 1970s. (shrink)

A one-day educational intervention with multiple activities was developed and operationalized with a sample of Chinese business students in Hong Kong, China. Its effectiveness in influencing students’ corporate social responsibility orientation was measured with a Chinese version of a forced choice scale using Economic, Legal, Ethical, and Discretionary dimensions by Carroll. A repeated measures multivariate analysis of variance showed significant differences in the Legal and Discretionary dimensions between the post-test Experimental group and Control group ; in the Legal, Ethical, and (...) Discretionary dimensions within the pre-post X group. Such significant differences may be explained by the content of the activities, especially the service learning component. Overall, the intervention appeared effective in influencing students’ CSRO within a Chinese context. Since it was designed upon Western CSR literature, its applicability goes beyond the Chinese community. (shrink)

Mr. Will articulates a theory of the legitimate governance of norms which emerges largely from and criticizes the Anglo-American analytic tradition. He advocates a nonfoundational, pragmatic, and holistic reconception of reasoning in reaction to the failures of "deductivism"--theories in which legitimate governance is restricted to recursive procedures to extant accessible norms whose authority is independent of their use. The inadequacies of the deductivist model of reasoning, as exposed by Hume, Kuhn, Wittgenstein, and Rorty, are presented. Will finds resources for moving (...) beyond deductivism in Toulmin's theory of the evolution of concepts, Waismann's theory of their open texture, Dewey's criticism of the reflex arc, and the Hegelian concrete universal. He defends Oakeshott's view of politics as the pursuit of "intimations," and as "conversation, not argument," against the charge that it represents blatant intuitionism. Contrary to Rorty's use of Oakeshott's insight, however, Will moves on to defend the legitimacy of nondeductive, or "ampliative," effects wrought on the body of norms in the course of their use. Ampliative effects occur in norms in three ways: through their application, particularly in hard or indeterminate cases; through interaction with other norms; and through the existential conditions of the world in which they operate. Since no deductive proof can be given for this wider conception of governance, the book is itself an example of reflective, ampliative, philosophical governance. (shrink)

Much recent analytic philosophy has dealt with the problem presented to realism by the possibility of alternative conceptual schemes: is it possible to know the world in contrasting, if not contradictory, ways and not thereby rule out the possibility of knowing an independent reality? Lynch argues that pluralism and realism are compatible and proposes what he calls a “relativized Kantianism.” We do not know the world the way it is in itself, but only by means of some conceptual scheme. The (...) model of a conceptual scheme employed is not Kantian, however, which allows for no alternatives, is identified by its foundationally structured categorical concepts, and involves a commitment to the analytic/ synthetic distinction. Nor is it Quinean, where the basic components are sentences accepted as true, the structure is holistic, the analytic/ synthetic distinction is abandoned, and the alternatives are untranslatable. Instead, a “Wittgensteinian” model is proposed. Composed of concepts, the alternatives share contextually basic but not nonbasic concepts. Fuzzy distinctions, like the analytic/synthetic, are usable. (shrink)