In this paper, we argue that in order for the study of arts education to continue to advance, we must delineate the effects of particular forms of arts education, offered in certain contexts, on specific domains of children’s socioemotional development. We explain why formulating precise hypotheses about the effects of arts education on children’s socioemotional development requires a differentiated definition of each arts education program or activity in question, as well as a consideration of both the immediate and broader contexts (...) in which that program or activity occurs. We then offer the New Victory Theater’s Schools with Performing Arts Reach Kids program as an illustrative example of how these considerations allow for the refinement of hypotheses about the impact of arts education on children’s socioemotional development. (shrink)

Growth mindset is an important aspect of children’s socioemotional development and is subject to change due to environmental influence. Orchestral music education may function as a fertile context in which to promote growth mindset; however, this education is not widely available to children facing economic hardship. This study examined whether participation in a program of orchestral music education was associated with higher levels of overall growth mindset and greater change in levels of musical growth mindset among children placed at risk (...) by poverty. After at least 2 years of orchestral participation, students reported significantly higher levels of overall growth mindset than their peers; participating students also reported statistically significant increases in musical growth mindset regardless of the number of years that they were enrolled in orchestral music education. These findings have implications for future research into specific pedagogical practices that may promote growth mindset in the context of orchestral music education and more generally for future studies of the extra-musical benefits of high-quality music education. (shrink)

In connection with the work of Anscombe, Macpherson, Steinhorn and the present author in [1] we investigate the notion of a multidimensional exact class, a special kind of multidimensional asymptotic class with measuring functions that yield the exact sizes of definable sets, not just approximations. We use results about smooth approximation [24] and Lie coordinatization [13] to prove the following result, as conjectured by Macpherson: For any countable language $\mathcal {L}$ and any positive integer d the class $\mathcal {C}$ of (...) all finite $\mathcal {L}$-structures with at most d 4-types is a polynomial exact class in $\mathcal {L}$, where a polynomial exact class is a multidimensional exact class with polynomial measuring functions. (shrink)

Cells are capable of overcoming the randomizing effect of lateral diffusion in order to regionally differentiate their surfaces. Such local structural specializations are of major significance to cellular function. In some cases, they may be explained by diffusion rates that are insufficient to completely randomize surface gradients over biologically relevant times scales. However, in other cases, absolute and permanent regionalizations are also observed. Mechanistically, the problem is analogous to equilibrium across a dialysis bag: either an absolute barrier exists or the (...) chemical potential between two adjacent regions must be equal. The interactive nature of the system, where localizations of one component lead to localization of others, are also considered here. (shrink)

Name der Zeitschrift: Zeitschrift für kritische Sozialtheorie und Philosophie Jahrgang: 4 Heft: 1-2 Seiten: 209-240.