Despite the growing significance of corporate social responsibility (CSR) in corporate public relations (PR) strategies, there has been a paucity of comprehensive reviews of the extant CSR literature within the PR discipline. The aim of this study is to investigate the relationship between the concept of CSR and the discipline of PR through a hybrid concept-discipline-focused review. We employed latent dirichlet allocation (LDA) via topic modeling as a novel approach for intellectual structure analysis. The dataset for this review comprised 246 (...) peer-reviewed articles on CSR published between 1975 and 2022. Based on the LDA results, five topics were identified and discussed: the political CSR stream, social media-oriented CSR, consumer-oriented CSR, CSR reporting, and business-oriented CSR. Additionally, implications for both academic and practical applications were drawn, along with recommendations for future research. This study is pioneering in its contribution to the literature and practice of CSR-related PR research, offering insights into the intellectual structures and trends within this field. (shrink)

Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students’ satisfaction and attitudes as members of a scenario-based learning process (...) in a blended learning environment; (2) the relationship between students’ satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences — mostly items ranged from 3.27—3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87—4.19. Nearly 57.8% of the participants rated the course ‘extremely helpful’ or ‘very helpful.’ This study showed statistically significant correlations (r = 0.43) between students’ satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical analysis and problem solving skills through active learning and social exchange of ideas. (shrink)

Blended Learning Solutions for Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities. Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation. Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well (...) as material factors such as technology and physical spaces. The book's original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy. From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of blended learning's challenges and affordances along with a firm basis for integrating face-to-face and online learning, teaching, and assessment innovatively and creatively. (shrink)

We explore the implications of a hierarchical structure, consisting of (a) the higher order dimensions of nonspecific Positive Activation and Negative Activation and (b) multiple specific negative affects (e.g., fear, sadness, and anger) and positive affects (e.g., joviality, self-assurance, and attentiveness) at the lower level. Emotional blends of the same valence (e.g., simultaneously experiencing both fear and sadness) are an essential part of this structure and form the basis of the higher order Negative and Positive Activation dimensions. Mixed cross-valence emotions (...) (e.g., feeling both nervous and alert) are not central to this hierarchical scheme but are compatible with it. We examine the frequency of pure emotional states, same-valence emotional blends, and cross-valence mixed emotions in a large momentary mood sample. (shrink)

Cet article a pour objet de mettre en perspective, selon une approche épistémologique, les théories du _blending _(ou « intégration conceptuelle ») et de l’analogie. Il se situe dans le cadre de la sémantique cognitive (Fauconnier, 1985 ; Fauconnier et Turner, 1996, 1998 et 2002), de la linguistique analogique (Monneret 2004, 2014, 2017, 2018, 2019, 2021, 2023) et de la psychologie cognitive (Gentner 1983 ; Gentner _et al_., 2001 ; Hofstadter 2001 ; Hofstadter et Fluid Analogies Research Group 1995; Hofstadter (...) et Sander 2013). Plus spécifiquement, la question posée est celle de savoir si le processus analogique est sous-jacent à la formation et à la structuration de l’IC ou si ce dernier n’est qu’un cas particulier de processus analogique. L’article se développera en trois points i) une introduction aux espaces mentaux et à l’IC visant à examiner la place de l’analogie dans le modèle ; ii) une présentation du modèle analogique en linguistique ; iii) une comparaison entre les deux modèles. (shrink)

This article examines instances of the pu relative construction in Modern Greek in which the semantic role of the head is underspecified by the syntax. Such cases include sentences whose nominal head corresponds to some complement of the relative clause predicate and sentences in which the head does not have any sort of syntactic relationship with the relative. The latter, which are characteristic of oral, informal discourse, have been completely ignored in the previous literature, which has defined relatives on the (...) basis of exclusively structural criteria. It is argued that a unified account of the pu-construction (including gapped and gapless relatives) can be achieved if we analyze it as a conventional instruction for a particular kind of conceptual integration. Semantic and pragmatic factors influencing successful construal (one which leads to the construction of a unique blend) are systematically examined. The lack of a clear cut-off point in acceptability for such utterances tallies with the conclusion reached here, namely that the constraints governing such uses are constraints on interpretability. (shrink)

This paper is a culmination of our new foundations for recursive analysis through recursive topology as reported in Kalantari and Welch 125; 98 87). While in those papers we developed groundwork for an approach to point free analysis and applied recursion theory, in this paper we blend techniques of recursion theory with those of topology to establish new findings. We present several new techniques different from existing ones which yield interesting results. Incidental to our work is a unifying explanation of (...) various schools of study for recursive analysis. (shrink)

Blended social impact investment transactions, in which multiple types of capital are combined to support attainment of social impact, are a pervasive, yet not closely examined, feature of the SII market. This paper seeks to describe and understand blended SII transactions through the lens of institutional theory. Specifically, we use the institutional logics theoretical frame to shed light on the implications of combining several institutional logics in SII transactions. Consistent with other SII research, we find that parties to blended SII (...) transactions combine financial/commercial and social welfare logics. However, in blended SII transactions, different combinations of these logics are enacted by different stakeholders in a multi-hybrid-logic structure. As such, we propose that blended SII transactions are hybrids-of-hybrids. We argue that it is this hybrids-of-hybrid characteristic that differentiates blended SII transactions from other forms of SII and increases the potential for significant logical misalignment and resultant conflict and contestation. From a business ethics perspective, blended SII transactions cast light on the critical and often unrecognized role that grants and concessionary capital frequently play in enabling SII in not-for-profit, charitable ventures. We speculate that this can distort understanding of SII with adverse implications at the transaction and field levels. (shrink)

Background: In the university context, assessing students’ attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. Research objective: To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students’ attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = (...) 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students’ attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. Findings: After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. Conclusion: The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students’ attitudes, knowledge and opinions towards learning professional ethics. (shrink)

I discuss the apparent discrepancy between the qualitative diversity of consciousness and the relative qualitative homogeneity of the brain's basic constituents, a discrepancy that has been raised as a problem for identity theorists by Maxwell and Lockwood (as one element of the ‘grain problem’), and more recently as a problem for panpsychists (under the heading of ‘the palette problem’). The challenge posed to panpsychists by this discrepancy is to make sense of how a relatively small ‘palette’ of basic qualities could (...) give rise to the bewildering diversity of qualities we, and presumably other creatures, experience. I argue that panpsychists can meet this challenge, though it requires taking contentious stands on certain phenomenological questions, in particular on whether any familiar qualities are actual examples of ‘phenomenal blending’, and whether any other familiar qualities have a positive ‘phenomenologically simple character’. Moreover, it requires accepting an eventual theory most elements of which are in a certain explicable sense unimaginable, though not for that reason inconceivable. Nevertheless, I conclude that there are no conclusive reasons to reject such a theory, and so philosophers whose prior commitments motivate them to adopt it can do so without major theoretical cost. (shrink)

This contribution is an attempt to integrate the notion of conceptual blending (Fauconnier and Turner 1998; Fauconnier and Turner 2002; and Fauconnier and Turner 2003) and Linda Hutcheon’s (1985) view of parody as a form of repetition maintaining a critical distance, through the analysis of a multimodal Internet meme. The case study chosen is a parodic music video of the Knack’s classic hitMy Sharona, showing the absurdity in everyday life during the times of the Covid-19 pandemic. The study is (...) thus based on two conceptual paradigms: Blending Theory and Pragmatic Studies of Parody. (shrink)

The Stoics’ guiding principle in ontology is the Eleatic principle. Their existents are bodies that have the power to act and be acted upon. They account both for the constitution of material objects and the causal interactions among them in terms of such dynamic bodies. Blending is the physical mechanism that explains both constitution and causation; and is facilitated by the fact that for the Stoics all bodies exist as unlimited divided. In this paper I offer a novel analysis (...) of this Stoic stance, and of the role it plays in their metaphysics. I argue that when blended, the substances involved become sharing subjects of qualities and structural features. (shrink)

This article provides an account of a collaborative teaching and learning project conducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology-enhanced teaching and learning in English literary (...) studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project’s practical outcomes, as well as outlines of and reflections on three of the activities develop... (shrink)

PARLOUR R and MCCORMACK B. Nursing Inquiry 2012; 19: 308–321 Blending critical realist and emancipatory practice development methodologies: making critical realism work in nursing researchThis paper examines the efficacy of facilitation as a practice development intervention in changing practice within an Older Person setting and in implementing evidence into practice. It outlines the influences exerted by the critical realist paradigm in guiding emancipatory practice development activities and, in particular, how the former may be employed within an emancipatory practice development (...) study to elucidate and increase understanding pertinent to causation and outcomes. The methodology is based upon an emancipatory practice development approach set within a realistic evaluation framework. This allows for systematic analysis of the social and contextual elements that influence the explication of outcomes associated with facilitation. The study is concentrated upon five practice development cycles, within which a sequence of iterative processes is integrated. The authors assert that combining critical realist and emancipatory processes offers a robust and practical method for translating evidence and implementing changes in practice, as the former affirms or falsifies the influence that emancipatory processes exert on attaining culture shift, and enabling transformation towards effective clinical practice. A new framework for practice development is proposed that establishes methodological coherency between emancipatory practice development and realistic evaluation. This augments the existing theoretical bases for both these approaches by contributing new theoretical and methodological understandings of causation. (shrink)

Synaesthesia is a strange sensory blending: synaesthetes report experiences of colours or tastes associated with particular sounds or words. This volume presents new essays by scientists and philosophers exploring what such cases can tell us about the nature of perception and its boundaries with illusion and imagination.

This paper analyzes image macros via the theoretical framework of conceptual blending on the example of online responses to 2011 and 2012 doomsday predictions. To date, conceptual blending has shown promise in the analysis of a variety of internet memes; however, most studies have been limited to one type of meme or one blending model. This project adds to the discussion in two ways. First, it presents a thematic analysis – image macros responding to end of the (...) world predictions – thereby covering a broader variety of image macro genres. Second, it modifies blending models according to the needs of the different genres. The discussion explores the extent to which the three different image macro genres require different blending models and the implication for future study. (shrink)

This paper rehabilitates the Stoic conception of blending from the ground up, by freeing the Stoic conception of body from three interpretive presuppositions. First, the twin hylomorphic presuppositions that where there is body there is matter, and that where there is reason or quality there is an incorporeal. Then, the atomistic presupposition that body is absolutely full and rigid, and the attendant notion that resistance (antitupia) must be ricochet. I argue that once we clear away these presuppositions about body, (...) the foundations of Stoic corporealism fall into place. Body is fundamental (not hylomorphic). The two fundamental principles (archai) are bodies: divine active reason (logos) and passive matter (hulē); and these two bodies are two, not matter and form all over again, nor actual and potential, but agent and patient. The independence of the two archai is no threat to the unity of the cosmos, however, because the Stoic theory of body allows for the complete coextension of the archai. The hylomorphic thinker rightly asks, what relation could be tighter than that of the wax and its shape? The Stoic replies: a causal relation, the interaction of agent and patient completely coextended in a through and through blend. (shrink)

This article revisits the age-old question of the sources of Matthew’s fulfilment quotations (FQs), specifically Matthew 12:17–19. Despite the presence of numerous studies on this topic, this study was necessitated by the need to incorporate insights from conceptual blending in order to explore how the source(s) of the quote was used. In addition, this study was also done with a possible view to complementing the textual criticism of Old Testament (OT) texts which happen to be quoted or referred to (...) in the New Testament (NT). The study dwells on intertestamental and cognitive linguistics studies. It was found that Matthew may have composed the Matthew 12:17–19 FQ, and possibly the other FQs as well, aided by conceptual integration mechanisms.Contribution: The source of Matthew’s quotation need not wholly be found in a specific historical text but should also include the cognitive operations in the author’s mind and intentions, thus resulting in a text that might not have existed in the form represented in the quotation. (shrink)

Arendt uses the exemplary validity of Socrates to think and value the possibilities of joint philosophical and political orientations in our present juncture. In this way Arendt’s ‘Socrates’ is not a mythic, historic, or dramatic individual, but offers an example of the best of the human condition. Unfortunately, because Arendt held the social conditioning and constraining of Socrates’ possibilities at arm’s length, his status as an exemplar is problematic and he ends up referring to a historical rather than contemporary possibilities. (...) While Arendt had resources in her notion of the ‘world’ to better ground her simultaneously analytic and normative construction of ‘Socrates’, the lack of a social grounding makes ‘Socrates’ a significantly unmoored and shifting signifier. After showing the vacillations of ‘Socrates’ in Arendt, I supplement her normatively laden account with a Weberian grounding. With this firmer social grounding, ‘Socrates’ can refer to the possibilities of joint philosophical and political orientations in ancient Athens and thereby highlight how our world makes a contemporary version unlikely or impossible. Yet, this Weberian grounding comes at a cost. The normative dimension essential in Arendt’s ‘Socrates’ is lost due to Weberian value-neutrality. ‘Socrates’ can name a contemporary unlikelihood or impossibility, but if the enveloping social order does not value what it renders impossible, Weberian ideal-types on their own are incapable of offering normative resources for critique. I conclude by blending a Weberian social mooring with Arendt’s value-laden framework for social analysis and thereby recuperate the missing normative dimension. In short, by accepting the relational, necessarily plural, and dynamic root of human action we can, much like Arendt’s intended use of ‘Socrates’, value orientations that best express these norms, and criticize contemporary conditions that constrain their realization. (shrink)

I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action (...) in order to address a need in the literature for detailed reports of blended classes. The second is to advance an iterative approach to blended course design that significantly lowers the bar of entry for instructions hoping to create a blended course. (shrink)

This chapter contains sections titled: 1 2 3 4 Acknowledgment Notes.

El estudio analiza un curso Blended Learning para identificar patrones de interacción didáctica que favorecen la construcción del conocimiento y por ende, del aprendizaje. La investigación muestra en la transición hacia la virtualidad desde la presencialidad, una apropiación gradual del aprendizaje y una orientación hacia la autonomía. Las transiciones indican mayor elaboración de contenidos significativos en lo virtual, señalando una relación entre interacción virtual intensificada, aprendizaje y menor dependencia docente. El análisis de la práctica educativa en Blended Learning promueve autonomía, (...) logros y participación mediante colaboraciones entre pares y mayor interacción social, conduciendo a resultados notables. (shrink)

This paper identifies a type of multi-source (case-based) reasoning and differentiates it from other types of analogical reasoning. Work in cognitive science on mental space mapping or conceptual blending is used to better understand this type of reasoning. The type of argument featured herein will be shown to be a kind of source-blended argument. While it possesses some similarities to traditionally conceived analogical arguments, there are important differences as well. The triple contract (a key development in the usury debates (...) of the fifteenth and sixteenth centuries) will be shown to make use of source-blended arguments. (shrink)

Transitioning to sustainable agricultural systems is imperative to meet the global Sustainable Development Goals. Achieving more sustainable agricultural production systems will require significant additional capital, however this cannot be covered by the current financial market setup, which dissociates public and private funders. Blended finance, where concessionary development-oriented funding is used to mobilize additional private capital, is essential. To ensure that the limited pool of concessionary funding is used efficiently and effectively, a shared understanding of the roles and limitations of public (...) and private funders is necessary. In this paper, we describe the high-level funding gap for sustainable agriculture, the general landscape of agricultural finance, and the concept and potential roles of blended finance in this context. This paper introduces the conditions under which different financing mechanisms can contribute to addressing barriers related to sustainable agriculture investments. It highlights that multiple funding modalities must be utilized in order to achieve agricultural investment at a meaningful level and encourages greater exploration of the range of blended financing structures to increase SDG-related agriculture investments. (shrink)

The central concept of this edited volume is "blended cognition", the natural skill of human beings for combining constantly different heuristics during their several task-solving activities. Something that was sometimes observed like a problem as “bad reasoning”, is now the central key for the understanding of the richness, adaptability and creativity of human cognition. The topic of this book connects in a significant way with the disciplines of psychology, neurology, anthropology, philosophy, logics, engineering, logics, and AI. In a nutshell: understanding (...) better humans for designing better machines. It contains a Preface by the editors and 12 chapters. (shrink)

Present day anti-refugee and anti-immigrant rhetoric both in European countries and in the USA makes reference both to shared tropes and to culture-specific rhetoric devices. The paper analyzes four instances of Polish rabid anti-refugee rhetoric that is eminently country specific: they invoke Holocaust scenario as the means of dealing with the refugee question, should they appear on Polish soil, and specifically suggest exterminating them in former Nazi death camps. The analysis is carried out within the Conceptual Integration Theory, amended by (...) the Author with the notion of parasitic blends: these are said to occur when audiences recruit into the blend some elements of the two input spaces that were not intended to be recruited and come up with an emergent meaning that differ from the intended one. It is claimed that such possibility is actually built into CIT and explains why some of the criticism of CIT claims blends’ non-predictability and generally ex-post character of most analyses found in relevant literature. (shrink)

Recent works have suggested an analytical complementarity in mixing big and thick data sources. These works have, however, remained as programmatic suggestions, leaving us with limited methodological inputs on how to archive such complementary integration. This article responds to this limitation by proposing a method for ‘blending’ big and thick analytical insights. The paper first develops a methodological framework based on the cognitivist linguistics terminology of ‘blending’. Two cases are then explored in which blended spaces are crafted from (...) engaging big and thick analytical insights with each other. Through these examples, we learn how blending processes should be conducted as a rapid, iterative and collaborative effort with respect for individual expertise. Further, we demonstrate how the unique, but often overlooked, granularity of big data plays a key role in affording the blending with thick data. We conclude by suggesting four commonly appearing blending strategies that can be applied when relying upon big and thick data sources. (shrink)

Generally, the solutions based on information and communication technologies provide positive outcomes for both companies and employees. However, the process of digital transformation can be the cause of digital transformation stress, when the work demands caused by fast implementation of ICT are elevated and employees’ resources are limited. Based on the Job Demand-Resources Model we claim that DT, rapidly accelerating in the COVID-19 pandemic, can increase the level of DTS and general stress at work. To reduce these negative effects of (...) DTS, we propose the online intervention aimed to strengthen employees’ resources, such as self-efficacy. In this article we evaluate the effectiveness of the blended intervention, based on cognitive behavioral therapy and social cognitive therapy, composed of a prototyped online training and series of interactive online workshops. In a longitudinal study, we examined the change in DTS, perceived stress at work, attitudes toward DT, self-efficacy and burnout in two time points, before and after the intervention. We compared five groups of participants, three groups not qualified, and two groups qualified to intervention. Our results revealed that the designed blended intervention decreased DTS and one of the dimensions of burnout, namely disengagement. More specifically, the results showed that in the group of active participants of the blended intervention DTS significantly decreased [MT1 = 3.23, MT2 = 3.00, t = 1.96, p = 0.051], and in the group of ineligible participants DTS significantly increased [MT1 = 1.76, MT2 = 2.02, t = 4.17, p < 0.001]. This research paves way for the creation of blended online intervention which could help in addressing employee digital transformation stress before it starts having adverse effects on employee performance and well-being. (shrink)

One purpose of this article is to support the universalist claims of conceptual blending theory by documenting its application to an ancient Chinese philosophical text, and also to provide illustrations of complex multiple-scope blends constructed over the course of conceptual blending by suggesting that, in many cases, the primary purpose of achieving human scale is not to help us apprehend a situation, but rather to help us to know how too feel about it. This argument is essentially an (...) attempt to connect the insights of conceptual blending theorists with those of neuroscientists such Antonio Damasio who argues for the importance of somatic states and emotional reactions in human value-creation and decision-making. (shrink)

Background: Since 2006, the Korean Ministry of Education, Science and Technology, and the National Research Foundation of Korea have taken the lead in developing an institutional guideline for research ethics. Objectives: The purpose was to identify the effectiveness of the Good Research Practice program, developed on a fund granted by the National Research Foundation of Korea, for nurses and nursing students whose knowledge and perception of research ethics were compared before and after the implementation of the Good Research Practice program. (...) Research design: This study was conducted to compare the levels of knowledge and perception of research ethics in the participants before and after the program was implemented. Participant and research context: The participants included 45 nurses and 69 nursing students from hospitals, colleges of nursing, and the Korean Nurses Association, located in Seoul, Korea. Ethical considerations: This study was approved by the Institutional Research Board in Korea. Findings: Based on the Analysis, Design, Development, Implementation, and Evaluation model, the Good Research Practice program was made up of a total of 30 h of the blended learning both online and off-line. The results of this study showed that there were statistically significant differences in both knowledge and perception of research ethics in nursing students and nurses before and after the program had been implemented. Discussion: The concepts of professional nursing ethics, moral issues, and bioethics were often confused with one another and not clearly defined. Therefore, the concept and scope of bioethics, moral judgment, and overall nursing ethics should be well defined and conceptualized in the future. Conclusions: This study suggested integrating research ethics education in the nursing curriculum as a required course of study for nursing students and as part of the in-service training program for nurses in order to improve research ethics in nursing research in Korea. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teachers’ instruction. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ emotions in the context of daily teaching. This paper explored elementary teachers’ emotions while preparing for teaching and during teaching mathematics, reasons that underlie these emotions, and the relationship between their emotions (...) and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of five cycles of coaching over an year. For each coaching cycle, pre-coaching conversation and post-coaching conversation data were collected regarding emotions teachers felt in anticipation of teaching and during teaching retrospectively. In order to compare teachers’ emotions with instructional quality, coaching sessions were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported six categories of emotions (positive, negative, neutral, blended-positive, blended-negative, and mixed), described emotions often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and experienced mixed emotions (co-occcurence of positive and negative emotions) as the most dominant emotion. Teachers also had more positive emotions anticipating teaching than actually teaching the lesson. The reason teachers felt mixed emotions reflected the complex and context-specific nature of teaching, a phenonemenon not currently described in the teacher emotion literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ emotions related to active instruction. (shrink)

After giving some contextual information, we propose an analysis of music and meaning in the song “The Garden,” as performed by the rock group Einstürzende Neubauten in the official video from the 1996 release of the album Ende Neu. We present a semiotic blending model of the narrative content of the song and of its imagery, partly determined by the structure and character of the music. Finally, we add a view of the apocalyptic perspective of some comparable creations.

An ongoing debate in the philosophy of emotion concerns the relationship between two prima facie aspects of emotional states. The first is affective: felt and/or motivational. The second, which I call object-identifying, represents whatever the emotion is about or directed towards. “Componentialists” – such as R. S. Lazarus, Jesse Prinz, and Antonio Damasio – assume that an emotion’s object-identifying aspect can have the same representational content as a non-emotional state’s, and that it is psychologically separable or dissociable from the emotion’s (...) affective aspect. Some further hold that emotions have no object-identifying aspects of their own, and can properly be said to be about things only in virtue of their associations with other mental states (such as beliefs or perceptions). By contrast, “blenderists” – such as Peter Goldie, York Gunther, and Matthew Ratcliffe – insist that the two aspects are indissociable, because the affective aspect “infuses” the object-identifying aspect, altering the subject’s concept or percept of the object. As a result, an emotion’s object-identifying aspect cannot possibly have the same representational content as any non-emotional state’s. I argue that the strongest blenderist arguments fail to rule out plausible componentialist alternatives, and that the blenderists’ broader motivations are orthogonal to structural issues. (shrink)

Business Ethics: A European Review, EarlyView.

Après avoir rappelé le contexte scientifique de ma rencontre avec Gilles Fauconnier, le but de l’article est de situer la notion de blending sémantique entre espaces et domaines d’expérience telle qu’elle est définie dans son travail par rapport à celle de mobilisation «radiale» d’un scénario morphémique dans des domaines disjoints. Dans un premier temps, elle l’est à partir de la façon dont cette question est traitée chez Gréa (1992) en termes de distinction entre blendings générés par des métaphores filées (...) et catachrèses sans blendings, en montrant que ces dernières relèvent d’emplois radiaux de présupposés morphémiques. Dans un second temps, il est montré que s’agissant du lexique, et non de discours, les blendings de Lakoff (e.g. «conversation is war») ne relèvent pas quant à eux de métaphores filées et peuvent être des artefacts théoriques, et que les métaphores non filées peuvent bien elles être un retour au scénario morphémique. Il est enfin montré que la polymorphie des morp... (shrink)

Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry reconceived as (...) a research method. In this method, a group of participants engage in philosophical discussion and dialogue to answer the research question . I argue that this collaborative philosophical inquiry, moderated by a philosopher, provides a new method for collecting and testing data. The results are philosophical positions and arguments blended with empirical findings. Next, I illustrate how I used this philosophical–empirical method in a recent study to evaluate the strength of educational metaphors. I conclude that the Community of Inquiry is a viable means of combining philosophical and empirical research, and a new and worthwhile method for research in education. (shrink)

People often use memes to express their ideological stance on real world events. This study departs from a recent COVID-19-related meme which makes use of elements known from the animated televisio...

In this paper we elaborate a conception of what we call integrational creativity, which aims both to capture the richest kinds of human creativity and to bring together certain existing conceptions of creativity in a way that we hope will resonate with what people have had in mind in talking of creativity. These conceptions are those offered by Arthur Koestler, Margaret Boden, and two conceptual blending theorists, Gilles Fauconnier and Mark Turner; and we show how these conceptions and the (...) criticisms that have been made of them can be accommodated within our integrational account. We also argue, drawing on the work of Immanuel Kant and Hartmut Rosa, that the integrating character of creativity is complemented by the resonating character of its appreciation. On our view, the heart of creativity lies in its integrating–resonating structure, and in the final part we note some of the implications for recent debates about creativity. (shrink)