One challenge while learning scientific concepts is to select relevant information and to integrate different representations of the learning content into one coherent mental model. Virtual reality learning environments offer new possibilities to support learners and foster learning processes. Whether learning in VR is successful, however, depends to a large extent on the design of the VRLE and the learners themselves. Hence, adding supportive elements in VRLEs, such as annotations, might facilitate the learning process (...) by guiding attention and supporting the selection of relevant information. Additionally, the mapping of pictorial and verbal information is eased by these annotations. The beneficial effect of annotations is highly dependent on learners' intrinsic motivation as intrinsic motivation while learning also affects the information selection and visual search patterns. In our experimental study, we compared two conditions: learning in a VRLE with or without annotations. We measured the learning outcome on three different levels. Additionally, we investigated intrinsic motivation as a moderator for the effect of annotations on learning outcome. We found no significant main effect of annotations on learning outcome. The moderating effect of intrinsic motivation for annotations on the overall learning outcome was significant. Our results imply that learners are either intrinsically motivated or need additional support by annotations as these support the selection of relevant information in the VRLE and therefore enable them to learn successfully. Which type or quantity of annotations supports learning processes best needs to be explored in future research. (shrink)

We begin this article by delineating the explanatory gaps left by prevailing gene‐focused approaches in our understanding of phenotype determination, inheritance, and the origin of novel traits. We aim not to diminish the value of these approaches but to highlight where their implementation, despite best efforts, has encountered persistent limitations. We then discuss how each of these explanatory gaps can be addressed by expanding research foci to take into accountbiological agency—the capacity of living systems at various levels to (...) participate in their own development, maintenance, and function by regulating their structures and activities in response to conditions they encounter. Here we aim to define formally what agency and agents are and—just as importantly—what they are not, emphasizing that agency is an empirical property connoting neither intention nor consciousness. Lastly, we discuss how incorporating agency helps to bridge explanatory gaps left by conventional approaches, highlight scientific fields in which implicit agency approaches are already proving valuable, and assess the opportunities and challenges of more systematically incorporating biological agency into research programs. (shrink)

Traditionally, the manufacturer/operator of a machine is held (morally and legally) responsible for the consequences of its operation. Autonomous, learning machines, based on neural networks, genetic algorithms and agent architectures, create a new situation, where the manufacturer/operator of the machine is in principle not capable of predicting the future machine behaviour any more, and thus cannot be held morally responsible or liable for it. The society must decide between not using this kind of machine any more (which is not (...) a realistic option), or facing a responsibility gap, which cannot be bridged by traditional concepts of responsibility ascription. (shrink)

Bioethics, Volume 36, Issue 2, Page 134-142, February 2022.

Closing the research‐practice gap cannot be achieved by one of the most promising methods, which is to distill and synthesize decades of research to see how the robust findings can work in practice. An alternative approach is proposed, which is to translate a theory of active learning for practitioners.

Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have (...) offered new insights into their respective fields, active learning has not yet received a systematic philosophical reflection and the community of Agambenian philosophy of education has not yet been systematized. This article addresses both gaps, first through an outline of existing Agambenian approaches to the philosophy of education and second by theorizing active learning as a form of “destituent potential.” The systematic reflection on the three threads of Agambenian philosophy of education—whatever, potentiality, and study—offers an introduction to less familiar readers, and the second section offers a model for how philosophical concepts can become theoretical tools for SoTL analysis. (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)

The task of this essay is to respond to the question concerning robots and responsibility—to answer for the way that we understand, debate, and decide who or what is able to answer for decisions and actions undertaken by increasingly interactive, autonomous, and sociable mechanisms. The analysis proceeds through three steps or movements. It begins by critically examining the instrumental theory of technology, which determines the way one typically deals with and responds to the question of responsibility when it involves technology. (...) It then considers three instances where recent innovations in robotics challenge this standard operating procedure by opening gaps in the usual way of assigning responsibility. The innovations considered in this section include: autonomous technology, machine learning, and social robots. The essay concludes by evaluating the three different responses—instrumentalism 2.0, machine ethics, and hybrid responsibility—that have been made in face of these difficulties in an effort to map out the opportunities and challenges of and for responsible robotics. (shrink)

This essay responds to recent philosophical interest in the Anthropocene by asking : Can and should educators adopt, form, transmit, teach ways of living to maintain, if not enhance Earth’s habitability, especially its habitability for diverse children? This inquiry therefore calls for conceptual study of learning to live through the Anthropocene—with, despite, after, before, amid, among, away from, and against its myriad harms, possible and actual, especially its harms to children. Examining cases of environmental racism in Checker’s Polluted Promises, (...) and other cases of environmental threats to children’s health, in Steingraber’s Raising Elijah, this study begins by proposing the ecological gap in philosophy of education consequential for children resides within another epistemological gap, variously designated gender gap, love gap, care gap. Ruddick’s maternal thinking provides a conceptual frame for theorizing three moral aims of learning to live in the Anthropocene that might inform public schooling. (shrink)

There is much evidence, both in humans and rodents, that while navigating males tend to use geometric information whereas females rely more on landmarks. The present work attempts to alter the geometry bias in female rats. In Experiment 1 three groups of female rats were trained in a triangular-shaped pool to find a hidden platform, whose location was defined in terms of two sources of information, a landmark outside the pool and a particular corner of the pool. On a subsequent (...) test trial with the triangular pool and no landmark, females with prior experience with two other pool shapes–with a kite-shaped pool and with a rectangular-shaped pool, were significantly more accurate than control rats without such prior experience. Rats with a short previous experience–with the rectangular-shaped pool only did not differ from Group NPE. These results suggest that the previous experience with different shaped-pools could counteract the geometry bias in female rats. Then, Experiment 2A directly compared the performance of LPE males and females of Experiment 1, although conducting several test trials. The differences between males and females disappeared in the three tests. Moreover, in a final test trial both males and females could identify the correct corner in an incomplete pool by its local, instead of global, properties. Finally, Experiment 2B compared the performance of NPE rats, males and females, of Experiment 1. On the test trial with the triangular pool and no landmark, males were significantly more accurate than females. The results are explained in the framework of selective attention. (shrink)

Informed consent is at the core of the clinical relationship. With the introduction of machine learning (ML) in healthcare, the role of informed consent is challenged. This paper addresses the issue of whether patients must be informed about medical ML applications and asked for consent. It aims to expose the discrepancy between ethical and practical considerations, while arguing that this polarization is a false dichotomy: in reality, ethics is applied to specific contexts and situations. Bridging this gap and considering (...) the whole picture is essential for advancing the debate. In the light of the possible future developments of the situation and the technologies, as well as the benefits that informed consent for ML can bring to shared decision-making, the present analysis concludes that it is necessary to prepare the ground for a possible future requirement of informed consent for medical ML. (shrink)

Because corporate social responsibility (CSR) is potentially beneficial for companies, it is important to understand the factors that improve a company’s CSR practice. Scholars hypothesize that facilitating learning organization characteristics, which are divided in characteristics at the organizational and the operational level, may improve CSR implementation. These characteristics stimulate companies and their members to be critical, learn from the past, and embrace change, but there is limited empirical evidence of this approach. This study addresses this gap by surveying 280 (...) CSR professionals and performing bootstrap mediation analyses to test multiple hypotheses. Learning organization characteristics at the organizational level, play a key role in supporting CSR implementation: leadership for learning, system connection, and group learning show a direct relationship with CSR implementation. It is striking that the role of the learning organization characteristics at the operational level is only indirect; the organizational characteristics mediate their relationship with CSR implementation. (shrink)

How can teachers bridge the gap between their commitments to social justice and their day to day practice? This is the question author Adam Howard asked as he began teaching at an elite private school and the question that led him to conduct a six-year study on affluent schooling. Unfamiliar with the educational landscape of privilege and abundance, he began exploring the burning questions he had as a teacher on the _lessons _affluent students are taught in schooling about their place (...) in the world, their relationships with others, and who they are. Grounded in an extensive ethnographic account, _Learning Privilege _examines the concept of privilege itself and the cultural and social processes in schooling that reinforce and regenerate privilege. Howard explores what educators, students and families at elite schools value most in education and how these values guide ways of knowing and doing that both create high standards for their educational programs and reinforce privilege as a collective identity. This book illustrates the ways that affluent students construct their own privilege,not, fundamentally, as what they _have_, but, rather, as _who they are_. (shrink)

Stereotype threat—a situational context in which individuals are concerned about confirming a negative stereotype—is often shown to impact test performance, with one hypothesized mechanism being that cognitive resources are temporarily co-opted by intrusive thoughts and worries, leading individuals to underperform despite high content knowledge and ability. We test here whether stereotype threat may also impact initial student learning and knowledge formation when experienced prior to instruction. Predominantly African American fifth-grade students provided either their race or the date before a (...) videotaped, conceptually demanding mathematics lesson. Students who gave their race retained less learning over time, enjoyed the lesson less, reported a diminished desire to learn more, and were less likely to choose to engage in an optional math activity. The detrimental impact was greatest among students with high baseline cognitive resources. While stereotype threat has been well documented to harm test performance, the finding that effects extend to initial learning suggests that stereotype threat's contribution to achievement gaps may be greatly underestimated. (shrink)

The notion of “responsibility gap” with artificial intelligence (AI) was originally introduced in the philosophical debate to indicate the concern that “learning automata” may make more difficult or impossible to attribute moral culpability to persons for untoward events. Building on literature in moral and legal philosophy, and ethics of technology, the paper proposes a broader and more comprehensive analysis of the responsibility gap. The responsibility gap, it is argued, is not one problem but a set of at least four (...) interconnected problems – gaps in culpability, moral and public accountability, active responsibility—caused by different sources, some technical, other organisational, legal, ethical, and societal. Responsibility gaps may also happen with non-learning systems. The paper clarifies which aspect of AI may cause which gap in which form of responsibility, and why each of these gaps matter. It proposes a critical review of partial and non-satisfactory attempts to address the responsibility gap: those which present it as a new and intractable problem (“fatalism”), those which dismiss it as a false problem (“deflationism”), and those which reduce it to only one of its dimensions or sources and/or present it as a problem that can be solved by simply introducing new technical and/or legal tools (“solutionism”). The paper also outlines a more comprehensive approach to address the responsibility gaps with AI in their entirety, based on the idea of designing socio-technical systems for “meaningful human control", that is systems aligned with the relevant human reasons and capacities. (shrink)

The results of Cubitt et al. on the spectral gap problem add a new chapter to the issue of undecidability in physics, as they show that it is impossible to decide whether the Hamiltonian of a quantum many-body system is gapped or gapless. This implies, amongst other things, that a reductionist viewpoint would be untenable. In this paper, we examine their proof and a few philosophical implications, in particular ones regarding models and limitative results. In more detail, we examine the (...) way these theorems model many-body quantum systems, and we question what, if anything, is the physical counterpart of the models used by Cubitt et al. We argue that these models are non-representational and that, even if they are so artificial that it is hard to imagine a physical system arising from them, they nonetheless offer an opportunity to learn about the world and the relation between mathematics and reality. On this basis, we draw the conclusion that their results do not undermine the reductionist viewpoint in a strong sense but leave the question open in a weak sense. (shrink)

Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. The new Fifth Edition of Perspectives on Learning features: A discussion of common sense and learning (...) theories. A new chapter on Transfer of Learning. Consideration of recent developments in brain science. A thoroughly updated list of Recommendations for Further Reading. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. (shrink)

The advancement of AI-based technologies, such as machine learning (ML) systems, for implementation in healthcare is progressing rapidly. Since these systems are used to support healthcare professionals in crucial medical practices, their role in medical decision-making needs to be epistemologically and ethically assessed. However, a central issue at the intersection of the ethics and epistemology of ML has been largely neglected. This pertains to the careful scrutiny of how ML systems can degrade individuals’ epistemic standing as receivers and conveyors (...) of knowledge and, thereby, perpetrate epistemic injustice. Since ML systems are powerful epistemic entities that are not easily contestable, and their decision-making rationale is often inaccessible, it is crucial to consider their role in creating imbalances in patients’ disfavor and the ways to mitigate such imbalances. This is especially important when it comes to interactions between patients and physicians, in which questions of credibility, trust, and understanding are central. Against this background, the overarching purpose of this dissertation is to fill this research gap by providing a framework to identify and, on occasion, mitigate epistemic injustices that are _ML-induced_, i.e., that emerge specifically due to the role that ML systems play in patient-physician interactions. (shrink)

This article provides a review of sociology student’s reflection papers discussing their service-learning hours with the College Brides Walk (CBW). CBW is a campus-community collaboration in its fifth year. Based in South Florida, the initiative is intended to help raise awareness about domestic and dating violence and to inspire a community response. It is designed as a form of Human Rights Education (HRE). Student papers show that most gained knowledge of sociological concepts and theories as well as personal insights (...) through their participation. Many also expressed desire for continued effort with this or related initiatives. Despite these positive findings, the paper shows that there are significant differences in how students connect their service to course material and gaps in students’ ability to articulate what has been learned. Recommendations for organizers and others involved in similar campaigns are provided. (shrink)

Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: Constructivist theory gives a nice high-level account of how knowledge can be autonomously developed by an agent interacting with an environment, but it fails to detail the mechanisms needed to bridge the gap between low levels of sensorimotor data and higher levels of cognition. AI workers are trying to bridge this gap, using task-specific engineering approaches, (...) without any principled theory to guide them; they could use help from psychologists. (shrink)

In the context of English as a Foreign Language, burnout study dominantly revolves around teachers but learners’ academic burnout is largely underexplored. Academic burnout is a concerning issue worldwide that is particularly predicted by academic motivation. However, we know little about the association between motivation and burnout among EFL learners and whether maladaptive emotion regulation strategies could moderate their association. To fill this research gap, we recruited 841 EFL undergraduates from two universities in China. Descriptive analysis showed that participants reported (...) high levels of language learning burnout. Correlational and bootstrapped moderation analysis found that motivation and maladaptive ERS were significantly correlated with burnout in opposite directions and the correlation between motivation and burnout was significantly influenced by students’ use of two maladaptive ERS. The more frequently students chose to avoid and vent unpleasant feelings, the protective role of motivation on burnout was weaker. The implications of these findings are discussed. (shrink)

There has been a surge of recent interest in sociocultural diversity in machine learning research. Currently, however, there is a gap between discussions of measures and benefits of diversity in machine learning, on the one hand, and the broader research on the underlying concepts of diversity and the precise mechanisms of its functional benefits, on the other. This gap is problematic because diversity is not a monolithic concept. Rather, different concepts of diversity are based on distinct rationales that (...) should inform how we measure diversity in a given context. Similarly, the lack of specificity about the precise mechanisms underpinning diversity’s potential benefits can result in uninformative generalities, invalid experimental designs, and illicit interpretations of findings. In this work, we draw on research in philosophy, psychology, and social and organizational sciences to make three contributions: First, we introduce a taxonomy of different diversity concepts from philosophy of science, and explicate the distinct epistemic and political rationales underlying these concepts. Second, we provide an overview of mechanisms by which diversity can benefit group performance. Third, we situate these taxonomies of concepts and mechanisms in the lifecycle of sociotechnical machine learning systems and make a case for their usefulness in fair and accountable machine learning. We do so by illustrating how they clarify the discourse around diversity in the context of machine learning systems, promote the formulation of more precise research questions about diversity’s impact, and provide conceptual tools to further advance research and practice. (shrink)

Background Implementing person-centred care (PCC) in nursing homes is challenging due to a gap between theory and practice. Bridging this gap requires suitable education, which focuses on learning how to attune care to the values and preferences of residents and take moral, relational, and situational aspects into account. Staff’s stories about the care they provide (i.e. caring stories) may deliver valuable insights for learning about these aspects. However, there is limited research on using staff's narratives for moral (...) class='Hi'>learning. Objective This study aims to provide insight into the perspectives of nursing staff on using their caring stories to learn about PCC. Research design In this qualitative research, we conducted two rounds of interviews with 17 participants working in nursing homes. We wanted to obtain nursing staff’s perceptions of working with their caring stories and the impact on PCC. Ethical considerations Participation was voluntary, and participants provided written consent. The study protocol is approved by The Institutional Review Board of the Medical Ethical Committee Leiden-Den Haag-Delft. Findings Working with caring stories enables nursing staff to provide PCC and improves job satisfaction. It increases awareness of what matters to residents, fosters information rich in context and meaning, and enhances voice and vocabulary. Through in-depth team reflections, nursing staff discussed the significant moments for residents, which centralizes the discussions on the moral quality of care. Discussion Working with caring stories fosters dialogue on PCC and enhances reflection on ethical situations in daily encounters, contributing to the moral development of nursing staff. Putting nursing staff’s narratives at the centre of learning suits their daily practice and intrinsic motivation. Therefore, the outcomes of this study are an addition to the existing literature about using narratives in long-term care. Conclusion Using nursing staff's narratives contributes to PCC and positively impacts nursing staff. We recommend using staff's caring stories as a vehicle for moral learning in the transition to PCC. (shrink)

Research on authentic learning has been predominantly focussed on skills-based training: there is a paucity of research on models of authentic learning available for adaptation in the humanities undergraduate classroom. In this article, I will seek to address this gap by proposing that legal trials are ideal models for designing authentic learning scenarios in undergraduate teaching and learning contexts, with a specific focus on the humanities. First, I discuss why and how the structure of legal trials (...) can produce authentic learning environments. Second, I present an undergraduate classroom project that combined two disciplinary fields – Shakespearean drama and criminal law – in an effort to enhance student learning and engagement. I outline how the authentic learning scenario was implemented and evaluated and, finally, reflect on the barriers, challenges and potentially transformative effect of authentic learning environments on students and educators. This new intervention combines legal studies... (shrink)

The responsibility gap, commonly described as a core challenge for the effective governance of, and trust in, AI and autonomous systems (AI/AS), is traditionally associated with a failure of the epistemic and/or the control condition of moral responsibility: the ability to know what we are doing and exercise competent control over this doing. Yet these two conditions are a red herring when it comes to understanding the responsibility challenges presented by AI/AS, since evidence from the cognitive sciences shows that individual (...) humans face very similar responsibility challenges with regard to these two conditions. While the problems of epistemic opacity and attenuated behaviour control are not unique to AI/AS technologies (though they can be exacerbated by them), we show that we can learn important lessons for AI/AS development and governance from how philosophers have recently revised the traditional concept of moral responsibility in response to these challenges to responsible human agency from the cognitive sciences. The resulting instrumentalist views of responsibility, which emphasize the forward-looking and flexible role of agency cultivation, hold considerable promise for integrating AI/AS into a healthy moral ecology. We note that there nevertheless is a gap in AI/AS responsibility that has yet to be extensively studied and addressed, one grounded in a relational asymmetry of vulnerability between human agents and sociotechnical systems like AI/AS. In the conclusion of this paper we note that attention to this vulnerability gap must inform and enable future attempts to construct trustworthy AI/AS systems and preserve the conditions for responsible human agency. (shrink)

Many great cultures of the world have recognised the impossibility of teaching. Governments in various colonial countries continue to spend huge sums of money on ‘closing the gap’ in Indigenous education, yet national assessment figures would support the claim that teaching is indeed an impossibility. This paper draws on some of Biesta’s recent theorisation to highlight the double impossibility of teaching in Indigenous education. While representation and miscommunication surely make teaching an impossible profession, I nevertheless return to the question, what (...) is possible in education? I apply the more recent work of Butler to highlight how vulnerability can allow us to hear the story of others. Vulnerability allows us into the lives of others, and to recognise that they are already implicated in ours, noting that certain bonds are actually shaped through the reversibility of the story. I examine a presentation to teacher education students on the Stolen Generations as a means of understanding how the role of power in constituting body vulnerability can be leveraged in the curriculum beyond the discourse of independent and self-motivated learning. (shrink)

To learn about real world phenomena, scientists have traditionally used models with clearly interpretable elements. However, modern machine learning (ML) models, while powerful predictors, lack this direct elementwise interpretability (e.g. neural network weights). Interpretable machine learning (IML) offers a solution by analyzing models holistically to derive interpretations. Yet, current IML research is focused on auditing ML models rather than leveraging them for scientific inference. Our work bridges this gap, presenting a framework for designing IML methods—termed ’property descriptors’—that illuminate (...) not just the model, but also the phenomenon it represents. We demonstrate that property descriptors, grounded in statistical learning theory, can effectively reveal relevant properties of the joint probability distribution of the observational data. We identify existing IML methods suited for scientific inference and provide a guide for developing new descriptors with quantified epistemic uncertainty. Our framework empowers scientists to harness ML models for inference, and provides directions for future IML research to support scientific understanding. (shrink)

Why do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding (...) between intraorganizational and interorganizational learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions : Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning.. Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization.. Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur.. In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes.. (shrink)

This work investigates one of the most widespread yet elusive ideas about our experience of art: the idea that there is something cognitively valuable in engaging with great artworks, or, in other words, that we learn from them. This claim and the age-old controversy that surrounds it are reconsidered in light of the psychological and neuroscientific literature on learning, in one of the first systematic efforts to bridge the gap between philosophical and scientific inquiries on the topic. The work (...) has five chapters. Chapter 1 lays down its conceptual bases: it explains what learning is taken to be in the current philosophical debate and it points out how Bayesian cognitive science (particularly in its predictive processing formulations) might be well-suited to capture the kind of learning involved in our engagement with the arts. The following chapters test this latter hypothesis with respect to particular art forms, namely literature and literary language (Chapter 2), narrative (Chapter 3), and visual art, music and motor activities (Chapter 4). The fine-grained discussions conducted in each of these areas will enable us to see that the relationship between art and learning is indeed fundamental and pervasive. The final chapter (Chapter 5) examines the consequences of this fact for our understanding of the role of art in our epistemic practices, its ultimate usefulness and value, and its place in the interdisciplinary study of the human mind. The upshot is a novel and wide-ranging picture, both philosophically informed and empirically sound, that bypasses many of the problems and dead ends of the current philosophical debate on the topic and captures the deep sense in which art and learning are interrelated. (shrink)

Levelt, reviewing the AGL field from a psycholinguistic perspective, identifies various gaps and makes a number of concrete suggestions for improving several currently used experimental designs. He raises the question whether artificial (and natural) grammar learning is about detecting ‘rules’, as is commonly assumed, or rather the detection of a set of ‘constraints’. He cautions the community to not ignore ‘semantics’, and recommends to consider less artificial tasks, that may be needed for learning more complex rules by (...) human or nonhuman animals. (shrink)

Air is an immersive substance that envelopes us and binds us together, yet it has dominantly been taken for granted and left out of educational and other theorizations. This article develops a conceptualization of the pneumatic common in order to address this gap. The specific intervention staged is within recent educational literature on the common by Noah De Lissovoy, Tyson E. Lewis, and Alexander Means. This literature is surveyed and analyzed in relation to educational theory, curriculum, pedagogy, and policy. Claiming (...) that the air is a central feature of and paradigm for the common, I then concentrate on making the air conditions of the educational common explicit. I do this through a theoretical, historical, and sociological reading of air conditioning. While this explicitation is itself educational, I return to the educational common at the end of the article to ask how and what we can learn in, with, and from the air. (shrink)

While public health researchers stress the importance of home-cooked meals, feminist scholars investigate inequalities in family cooking, including why women still cook much more than men. Key to understanding these inequalities is attention to how people learn to cook, a relatively understudied topic by social scientists. To address this gap, this study employs the concept of cultural schemas. Drawing from qualitative interviews and observations of 34 primary cooks in families, I identify the ubiquity of a “cooking by our mother’s side” (...) schema. This schema privileges culinary knowledge acquired during childhood through the social reproductive work of mothers. I argue, first, that this schema reproduces gendered inequalities over generations by reinforcing women as primary transmitters of cooking knowledge. Second, it presents an overly uniform picture of food learning that obscures diversity, especially by overemphasizing the importance of childhood and masking the learning that occurs later in life. Identifying and analyzing this schema offers opportunities to reconsider predominant approaches to food learning to challenge gendered inequalities in domestic foodwork. (shrink)

This paper delves into the use of machine learning-based systems in decision-making processes and its implications for moral responsibility as traditionally defined. It focuses on the emergence of responsibility gaps and examines proposed strategies to address them. The paper aims to provide an introductory and comprehensive overview of the ongoing debate surrounding moral responsibility in automated decision-making. By thoroughly examining these issues, we seek to contribute to a deeper understanding of the implications of AI integration in society.

The purpose of this qualitative research is to conceptualize the factors that influence human flourishing. Data has been gathered through in-depth, semi-structured interviews with thirty global heads of Human Resources of manufacturing companies in India and South Asia. Data from these interviews are analyzed using grounded theory methodology to categorize concepts and create a conceptual model of the main themes which contribute to human flourishing. This study highlights three such themes: (1) opportunities for advancement; (2) personal capability; and (3) leading (...) people inclusively. This article provides implications for a more complete model for entrepreneurs, policy makers, and HR heads to understand the conditions necessary for human flourishing, filling a literature gap in the study of human flourishing from the perspective of an employer. (shrink)

ObjectiveThe Spatial Learning Task of Lhermitte and Signoret is an object-location arbitrary associative learning task. The task was originally developed to evaluate adults with severe amnesia. It is currently used in populations where the memory system either is not yet fully developed or where it has been compromised (e.g. epilepsy, traumatic brain injury, electroconvulsive therapy, cerebrovascular disease and dementia). Normative data have been published for paediatric cohorts and for older adults, however no data exist for the intervening adult (...) years.MethodHere, we address this gap, collecting normative data from 101 adults aged 18–45.ResultsOur data indicate that performance on the Spatial Learning Task is not influenced by age, gender, level of education or overall IQ. Less than 10% of the variance in learning scores is associated with variability in verbal memory. Ninety percent of participants achieved perfect scores on two successive trials (T2Cr) within five or fewer trials on the Spatial Learning Task. A T2Cr score of 6 is suggestive of impairment and a T2Cr score of 7 or more is statistically abnormal.ConclusionThese data expand the clinical utility of the Spatial Learning Task in the adult population. Future work should examine performance in lower IQ cohorts, including intellectual disability, and explore sensitivity to disease factors such as laterality of mesial temporal lobe damage. (shrink)

Today's pre-service teachers grew up attending schools where high stakes testing and teacher accountability were the norm. Despite a substantial body of research focused on the influence high-stakes testing on the practices of novice social studies teachers, a gap exists regarding the accountability movement's influence on novice social studies teachers. This study focused explicitly on the influence high-stakes testing and the culture of accountability had on two pre-service social studies teachers during their student teaching experience. Our findings highlight the ways (...) the accountability culture of public schools served a narrow gatekeeping function, limiting what participants learned during student teaching. Rethinking gatekeeping during student teaching within the current era of accountability and oversight positions teacher educators to confront the constricting nature of student teaching today. Student teachers must learn to recognize the gatekeeping aspects of the accountability culture and to make sense of the contradictions embedded in the student teaching experience. (shrink)

The use of predictive systems has become wider with the development of related computational methods, and the evolution of the sciences in which these methods are applied Solon and Selbst and Pedreschi et al.. The referred methods include machine learning techniques, face and/or voice recognition, temperature mapping, and other, within the artificial intelligence domain. These techniques are being applied to solve problems in socially and politically sensitive areas such as crime prevention and justice management, crowd management, and emotion analysis, (...) just to mention a few. However, dissimilar predictions can be found nowadays as the result of the application of these methods resulting in misclassification, for example for the case of conviction risk assessment Office of Probation and Pretrial Services or decision-making process when designing public policies Lange. The goal of this paper is to identify current gaps on fairness achievement within the context of predictive systems in artificial intelligence by analyzing available academic and scientific literature up to 2020. To achieve this goal, we have gathered available materials at the Web of Science and Scopus from last 5 years and analyzed the different proposed methods and their results in relation to the bias as an emergent issue in the Artificial Intelligence field of study. Our tentative conclusions indicate that machine learning has some intrinsic limitations which are leading to automate the bias when designing predictive algorithms. Consequently, other methods should be explored; or we should redefine the way current machine learning approaches are being used when building decision making/decision support systems for crucial institutions of our political systems such as the judicial system, just to mention one. (shrink)

This paper discusses the character of medical ethics and suggests that there are significant gaps that warrant greater attention. It describes ways in which the content and form of medical ethics may exclude or marginalise perspectives and contributions, thereby reducing its influence and its potential impact on, and value to, patients, students, carers and society. To consider what it is ‘to do good medical ethics’ suggests an active approach that seeks out, and learns from, contributions beyond the traditional boundaries (...) of scholarship. (shrink)

The COVID-19 pandemic has precipitated profound global transformations, and in the Philippines, Emergency Remote Learning (ERT) emerged as a vital response to address the educational needs of students during this crisis. While existing research has extensively examined the challenges faced by parents during ERT, limited attention was devoted to understanding the unique experiences of parents of children with intellectual disabilities (ID) and hearing impairments (HI). Using a qualitative descriptive case study within interpretative paradigm, this study aims to fill this (...) gap by exploring the challenges encountered and coping strategies employed by 15 parents in the Philippines who have children with ID and HI. Findings illuminate the multifaceted challenges faced by parents, encompassing their roles as caregivers and facilitators of their children’s education. Moreover, it reveals the support mechanisms available to these parents, while also highlighting the pressing need for additional assistance to better meet the complex needs of these children. The research also identifies the most effective strategies employed by parents to navigate the challenges of remote learning. The results serve as a critical resource for parents, educators, and policymakers, providing a roadmap for enhancing the support system for families with children who have ID and HI, particularly during times of crisis. (shrink)

The design, implementation, and outcome of game-based learning for learners with disabilities have not been sufficiently examined systematically. Particularly, learner-based and contextual factors, as well as the essential roles played by various stakeholders, have not been addressed when game-based learning applications are used in special education. Therefore, a systematic literature review using the Activity Theory was conducted to analyse studies about game-based learning for learners with disabilities. Content analysis of 96 studies reported relevant information with respect to (...) each activity component— subject, technology, object, rules, community, division of labour and outcome. Furthermore, this study identified existing gaps from the reviewed studies, including occasional lack of parental engagement, difficulty of standardising performance measures due to the heterogeneity of learner profiles and contradictions. Finally, recommendations were made under each activity component. The study concluded that both general and domain-specific guidelines should be created for each disability category proposed in this review to assist practitioners who wish to use game-based learning with learners with disabilities. (shrink)