This paper presents the experience of applying the Social Intelligence Design (SID) paradigm in a multidisciplinary course planned with Collaborative Learning (CL). Through the experience, three levels of SID were discovered; one was the social product/artifact, the other two were the student’s social process and the professor’s social process. Authors propose a framework for SID-based education and CL as a possible tool for supporting and assessing such experiences. The experience of this approach seems very promising for social product (...) innovation, social entrepreneurship, and social awareness. (shrink)

In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with (...) the tools of conviviality for the learners is considered useful and relevant. (shrink)

The dissociation Block provides between phenomenal and access consciousness (P-consciousness and A-consciousness) captures much of our intuition about conscious experience. However, it raises a major methodological puzzle, and is not uniquely supported by the empirical evidence. We provide an alternative interpretation based on the notion of levels of representation and partial awareness.

This paper notes the critical response that the ‘competence movement’ has received from writers in philosophy of education and argues for a more positive assessment of what it offers in relation to: (i) the place of practical competence in a liberal education, (ii) the meritocratic principles underlying the competence movement, (iii) the ‘transparency’ of expectations in assessment, and even (iv) the element of practical competence in moral performance. It emphasises, however, that not all versions of ‘competence’ can be (...) defended in these terms and that this requires a more generic and cognitively laden concept of personal and professional competence. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. (...) In this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

This book radically counters the optimism sparked by Competence Based Education and Training, an educational philosophy that has re-emerged in Schooling, Vocational and Higher Education in the last decade. CBET supposedly offers a new type of learning that will lead to skilled employment; here, Preston instead presents the competency movement as one which makes the concept of human learning redundant. Starting with its origins in Taylorism, the slaughterhouse and radical behaviourism, the book charts the history of competency (...) education to its position as a global phenomenon today, arguing that competency is opposed to ideas of process, causality and analog human movement that are fundamental to human learning. (shrink)

Consciousness-based education and Maharishi Vedic science -- Consciousness-based education and education -- Consciousness-based education and physiology and health -- Consciousness-based education and physics -- Consciousness-based education and mathematics -- Consciousness-based education and literature -- Consciousness-based education and art -- Consciousness-based education and management -- Consciousness-based education and government -- Consciousness-based education and computer science -- Consciousness-based education and (...) sustainability -- Consciousness-based education and world peace. (shrink)

This monograph contrasts two prominent models of education, Competence-Based Education (CBE), more recent and currently dominant in most school systems around the world, and Bildung-Oriented Education (BOE), once the basis of the school systems of Northern Europe. CBE is assessment-oriented and interprets learning as the acquisition of clearly definable and allegedly measurable competences, and is supported by supranational organisations, such as the OECD, which approach education from the perspective of human capital theory. BOE is instead (...) teaching-oriented and characterises learning holistically as aimed at the progressive articulation of a meaningful ‘big picture’ in the student’s mind. Emerged in Northern Europe under the influence of the ideals of the Enlightenment and Neo-Humanism of individual and collective autonomy and responsibility, BOE was subsequently enriched with a hermeneutical approach to teaching and socio-political objectives of emancipation and solidarity originating within Critical Theory. The book first analyses CBE and argues that, in spite of its celebrated ‘scientificity’, it is internally incoherent and unreliable, contributes to structural forms of oppression and injustice, can foster social pathologies, and fails to provide students with the kind of intellectual autonomy they need as both human beings and citizens of our complex post-industrial societies. Then, it introduces BOE and articulates and defends an updated version of it from objections raised by critical theorists, poststructuralists and postcolonial thinkers. It argues that BOE is a coherent and flexible model of education that endows students with autonomy and responsibility, can reduce structural forms of oppression and injustice, and can heal social pathologies. (shrink)

This study aims to explore the relationship between organizational innovation climate and innovative work behavior, using psychological safety and knowledge sharing as mediating variables. Based on the social cognitive theory, this study proposes a conceptual framework to explore innovative work behavior. The structural model of the extended SCT model was tested using sample data from 446 R&D staff of high-tech enterprises in China. SPSS 25.0 and AMOS 23.0 were used to test the hypothetical model. The results indicated that organizational (...) innovation climate was positively correlated with psychological safety and innovative work behavior. Psychological safety was positively correlated with innovative work behavior. Knowledge sharing was significantly and positively correlated with innovative work behavior. Moreover, Psychological safety and knowledge sharing play a significant mediating role in the relationship between organizational innovation climate and innovative work behavior, and psychological safety further improves individual innovative work behavior by influencing knowledge sharing among research team members. At the end of the study, this study thoroughly discussed the conclusions, practical implications, limitations, and future research directions of the study. (shrink)

Environmental ethics is the subject in philosophy that examines the moral relationship of human beings to the environment and its non-human species. It concerns human’s ethical relationship with the natural environment. The central question concerning environmental ethics is essentially – what is human being’s moral obligation concerning the natural environment? The paper will firstly provide a review of the ethical relations of humans and the environment, secondly examine how value-based education can assist in inculcating environmental ethics among learners.

Legal information certification and secured storage combined with documents electronic signature are of great interest when digital documents security and conservation are in concern. Therefore, these new and evolving technologies offer powerful abilities, such as identification, authentication and certification. The latter contribute to increase the global security of legal digital archives conservation and access. However, currently used cryptographic and hash coding concepts cannot intrinsically enclose cognitive information about both the signer and the signed content. Indeed, an evolution of these technologies (...) may be necessary to achieve full text researches within hundreds or thousands of electronically signed documents. This article aims at describing a possible model along with associated processes to create and make use of these new electronic signatures called “meaningful electronic signatures” as opposed to traditional electronic signatures based on bit per bit computation. (shrink)

Rare Disease research has seen tremendous advancements over the last decades, with the development of new technologies, various global collaborative efforts and improved data sharing. To maximize the impact of and to further build on these developments, there is a need for model consent clauses for rare diseases research, in order to improve data interoperability, to meet the informational needs of participants, and to ensure proper ethical and legal use of data sources and participants’ overall protection. A global Task Force (...) was set up to develop model consent clauses specific to rare diseases research, that are comprehensive, harmonized, readily accessible, and internationally applicable, facilitating the recruitment and consent of rare disease research participants around the world. Existing consent forms and notices of consent were analyzed and classified under different consent themes, which were used as background to develop the model consent clauses. The IRDiRC-GA4GH MCC Task Force met in September 2018, to discuss and design model consent clauses. Based on analyzed consent forms, they listed generic core elements and designed the following rare disease research specific core elements; Rare Disease Research Introductory Clause, Familial Participation, Audio/Visual Imaging, Collecting, storing, sharing of rare disease data, Recontact for matching, Data Linkage, Return of Results to Family Members, Incapacity/Death, and Benefits. The model consent clauses presented in this article have been drafted to highlight consent elements that bear in mind the trends in rare disease research, while providing a tool to help foster harmonization and collaborative efforts. (shrink)

The rapid expansion of competence‐based education through the work of the National Council for Vocational Qualifications has now, thanks to generous public funding and official endorsement by the Department for Education, penetrated the theory and practice of professional studies in teacher education at both school and post‐school levels. The NCVQ model of CBE is criticised and alternatives described. The current NCVQ approach is neither the only nor necessarily the most appropriate model of occupational development on offer. (...) Models of professionalism based on the concept of ‘expertise’ are recommended as the ones most likely to produce the reflective practitioners required to enhance the status and quality of teaching in schools and colleges. (shrink)

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This paper argues that education should become more evidence-based. The distinction is made between using existing research and establishing high-quality educational research. The need for highquality systematic reviews and appraisals of educational research is clear. Evidence-based education is not a panacea, but is a set of principles and practices for enhancing educational policy and practice.

Recently, spirituality-based interventions for modulating death anxiety in both unhealthy and healthy individuals have increased. However, the effectiveness of this treatment approach in reducing death anxiety remains controversial. Thus, this systematic review and meta-analysis aimed to clarify the impact of spiritual therapy interventions on death anxiety in Iran. We searched for all randomised and controlled trials related to the research topic in national and international databases, including Web of Science, PubMed, Scopus, Wiley, Taylor & Francis, ScienceDirect, SID, Civilica, IranDoc (...) and Noormags. Fifteen studies with 772 participants that were found relevant and fulfilled the defined exclusion and inclusion criteria were included in the analyses. Stata 17 software was used to analyse the data. The results showed a significant difference between the average death anxiety scores in the experimental and control groups after receiving spiritual therapy (standardised mean difference = –5.97, 95% confidence interval: –9.51, –2.44). In addition, the results of the Q and I2 tests indicated significant heterogeneity among the studies (p < 0.001; Q = 411.45; I2 = 99.50%). Thus, although the findings show that interventions based on spiritual therapy can reduce death anxiety, the high heterogeneity and publication bias of some trials limit the validity and generalisability of their effects. The findings of this meta-analysis will help in elucidating the effectiveness of spiritual therapy and open new horizons for this therapeutic approach for psychologists, counsellors and educational planners, thereby creating a relative consensus between advocates and critics of therapeutic spirituality. (shrink)

This essay illustrates five ways that Internet-based higher education can capitalize on fundamental principles of learning. Internet-based education can enable better mastery through distributed (shorter, more frequent) practice rather than massed (longer, less frequent) practice; it can optimize performance because it allows students to learn at their peak time of their day; it can deepen memory because it requires cheat-proof assignments and tests; it can promote critical thinking because it necessitates intellectual winnowing and sifting; and it (...) can enhance writing skills by requiring students to write frequently and for a broad audience. (shrink)

In this article, an ethical analysis of an educational programme on renal replacement therapy options for patients and their social network is presented. The two main spearheads of this approach are: (1) offering an educational programme on all renal replacement therapy options ahead of treatment requirement and (2) a home-based approach involving the family and friends of the patient. Arguments are offered for the ethical justification of this approach by considering the viewpoint of the various stakeholders involved. Finally, reflecting (...) on these ethical considerations, essential conditions for carrying out such a programme are outlined. The goal is to develop an ethically justified and responsible educational programme. (shrink)

seek to answer questions about work-based education (WBE) that have been rarely posed, ethical ones such as: Is there reason to believe that WBE would tend to make better people (as opposed to make people better off)? That is, can we reasonably expect characteristic WBE learners to exhibit good character to a greater degree relative to non-WBE ones? On a social level, would systematic use of WBE noticeably promote justice, say, by effecting the right sort of reparation to (...) those who have suffered from colonialism or exploitation? I begin to answer these questions first by presenting an overview of traditional black African societies, noting that WBE has been the dominant mode of learning in them. Then, to show that WBE has relevance for contemporary societies, I articulate a communitarian moral theory grounded in mores that have been salient among sub-Saharan peoples, differentiating it from the Western theories more familiar to international readers and motivating them to take it seriously as relevant to moral enquiry in today’s world. Next, I apply this Afro-communitarianism to WBE, enquiring into its prospects for fostering individual character and social justice, particularly in the Global South. (shrink)

BackgroundWeChat is the main social platform in China, characterized by its versatility and ease of communication. This study aimed to explore the effect of a WeChat-platform-based education and care program on relieving anxiety, depression, and post-traumatic stress disorder in parents of pediatric and adolescent patients with osteosarcoma.MethodsIn total, 48 patients and 86 parents were enrolled in this randomized, controlled study and then assigned to the WBEC program and the usual education and care program for 6 months as (...) a 1:1 ratio.ResultsParents in the WBEC group had lower Hospital Anxiety and Depression Scale for anxiety scores at M3 and M6 when compared to the UEC group, while anxiety rate was only decreased at M3 in the WBEC group. Meanwhile, parental HADS for depression scores were reduced at M3 and M6 in the WBEC group when compared with the UEC group; while depression rate remained the same. Parental Impact of Event Scale-Revised scores were slightly reduced among the WBEC group at M6 when compared with the UEC group [12.0 : 10.0–20.8] vs. 15.0 ], but not statistically significant.ConclusionWeChat-platform-based education and care is considered a feasible intervention to reduce anxiety and depression in parents of pediatric and adolescent patients with osteosarcoma, while also providing mild relief from PTSD. (shrink)

The evidence-based turn in education reveals renewed consensus on empiricism and shared trust in science as if it were the allegedly value-free basis for decision-making: good, justifiable governance should be a non-discretional corollary of scientific knowledge. The article focuses on some risks implied in pursuing the de-moralization of educational decision-making, namely the realistic, the reductionist, and the perspective fallacies, as well as the minimization of individual responsibility in favor of the third-person perspective implied in following protocols and guidelines. (...) In the discussion I address some possible reasons for the appeal of the evidence-based turn despite these risks: the contemporary pressure for “accountability” and the need to justify social policies and practices with consensual criteria. In the conclusion, I claim that educational decision-making should deploy rather than conceal its moral bases despite their being potentially highly divisive. Consequently, I make a case for “moral accountability”: making publicly inspectable what evidence-based education tries to conceal, i.e. the unavoidable value-ladeness of educational policies and practices. (shrink)

Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.

The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further (...) contribution to this discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices. (shrink)

In the midst of recent ethical decision-making failures in business in the past ten or more years, businesses are beginning to prioritize the moral fiber of their new-hire business graduates. In addition to academic performance, intellectual drive, and personality match, perhaps there are other key characteristics that employers seek which speak to the importance of ethical decision makers in practice. The question remains, how can academic institutions help instill such values into their students so that ethical decision making transcends their (...) lives? This article suggests that experiential learning through an institutional-sponsored business forum can help enhance an individual’s self-efficacy and awareness of the school’s value-based education, which ultimately will lead students towards ethical decision making in practice. Five years of survey data collected at business forum events suggests that business forums are making a difference in the students’ self-assessed abilities to show greater self-efficacy, better ethical decision making, and an increased awareness of their institution’s value-based education. Specifically, data collected illustrate a mediating effect of self-efficacy and awareness of a value-based education en route to ethical decision making. Further, support is found for the primary hypothesis that attendance at business forums does result in a higher propensity to make ethical decisions. Because of these positive findings, higher education institutions looking to place a greater emphasis on the ethical leadership of their business students may want to explore adding such experiential learning programs. (shrink)

The expansion of ethics review, beyond its origins in medical research, is the subject of growing critical analysis internationally, especially from social science researchers. Our study builds on this analysis by considering ethics review specifically within tertiary-based educational research. As a foundation for a larger study, we explore the reporting of ethics review within articles from a snapshot of education journals. A cross-sectional review considered 125 articles from 24 journals spanning medical and nurse education, the Scholarship of (...) Teaching and Learning, and educational technology. Among similar types of research our findings highlight variation in institutional ethical review processes and outcomes. Despite most journals providing guidelines for reporting ethics review, adherence to these guidelines by authors or editors was not always evident, but more likely in health-related education journals. We argue that identified areas of variation may reflect the differing influence and proximity of biomedical values. This influence has been under examined in tertiary-based educational research but may contribute to inequitable learning, researching and publishing experiences, potentially adding to negative sentiment about ethics review. (shrink)

In our research, we examine the efforts made by Latin American business schools in the last decade to deliver a value-based education. We carry out a survey with a sample of faculty members and program directors from the whole region. We find that societal demands influenced the direction of managerial education toward values and social responsibility, changing contents and teaching methodologies in the process. Our research shows that the teaching of value-based contents—social responsibility, business ethics and (...) environmental sustainability—has gained ground in the region in the last decade, and that the emphasis on value-based contents goes hand-in-hand with a more intensive use of active learning methodologies—the case method in particular. From the perspective of respondents, the emphasis on active learning seems to correlate positively with observed changes in students’ civility. (shrink)

It is only fair to hold someone accountable for outcomes over which they have sufficient control. The evidence-based approach to education (“evidence-based education,” or EBE) promises to give educators sufficient control over their students’ outcomes by providing access to interventions that are effective according to scientific research. I argue that EBE fails to secure sufficient control because the research on which it relies doesn't establish that interventions are generally effective. If they are to be fair, accountability (...) practices must reflect the limited control educators have, even when using evidence-based interventions that have improved outcomes in other settings. I glean relevant insights by considering accountability for medical practitioners within the context of evidence-based medicine (EBM). (shrink)

This review examined the studies on the role of technology-based English as a foreign language academic motivation. A significant positive correlation between academic motivation and educational technology use has been approved in related studies. However, there is a dire need for studying the effect of Mobile-Assisted Language Learning and Computer-Assisted Language Learning on learners’ motivation. The literature showed that purposeful attractiveness, effectiveness, and usefulness of digital instruments can positively affect learner motivation. There are also some reasons for increasing learner (...) motivation in educational technology contexts, such as learners’ integration with the community, familiarising with different societies and cultures, input flooding opportunities, engagement in academic contexts, and interaction with native speakers. In the end, the paedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides suggestions for further research to clarify our perspective on emotional variables like motivation. (shrink)

The current reorganisation of universities is part of a European policy aimed at strengthening Europe’s position with regard to the emerging global knowledge economy. The transformations in view of this overall goal are hardly accompanied by a critical discussion about the function or role of universities within and for society. The common assumption that universities offer a specific ‘general education’ by linking teaching to research, goes back to the modern university idea as conceived by Wilhelm von Humboldt. This article (...) intends to show that philosophical attempts to restore the modern university model as a normative standard for criticising actual developments at European universities, have become problematic for contextual reasons that beg the basic assumptions of this model. Instead of answering the question of the ‘public role of universities’, the article rather attempts to clarify the problems with which this question is connected, from a political–philosophical perspective. It is argued that the difficulties in which the contemporary discourse about universities constantly becomes entangled, reflect more fundamental impasses and even contradictions that the modern democratic project is experiencing today. (shrink)

Competency has become a key concept in education in general over the last four decades. This article examines the development of the competency‐based movement with a particular focus on the significance it has had for nursing education. Our hypothesis is that the competency movement can only adequately be understood if it is analyzed in relation to the broad societal transformation of the last decades—often summarized under the catchword neoliberalism—and with it the emergence of managerial models for Human (...) Resource Management (HRM) for the reorganization of social services. Classical professions, which were characterized under welfarism by an esoteric knowledge based on ethical norms, have now become marketable commodities that can be evaluated in the same way as other commodities. We want to underline that while this development is still under way, it is the concept of competency that was the decisive political instrument enabling this profound change. With the widespread implementation of competency‐based education that now governs nursing knowledge, the development of a critical, oppositional perspective becomes more challenging, if not entirely impossible. We will be focusing primarily on nursing education in Canada, although we maintain that it has relevance for nursing internationally. (shrink)