Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 countries participated (...) in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: narratives from different countries are similar; the use of art helped access feelings; viewing abstract paintings facilitated next steps; writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. (shrink)

Our study focuses on the perception of the iconicity of handshapes – one of the formational parameters of the sign in signed language. Seventy Hebrew speakers were asked to match handshapes to Hebrew translations of 45 signs, which are specified for one of the handshapes in Israeli Sign Language. The results show that participants reliably match handshapes to corresponding sign translations for highly iconic signs, but are less accurate for less iconic signs. This demonstrates that there is a notable degree (...) of iconicity in the lexicon of ISL, which is recognizable even to non-signers. The ability of non-signers to detect handshape to form is explained by the fact that word meanings are understood by both deaf and hearing peoples via the mental elaboration of simple iconic sources in which handshape meanings are grounded. The results suggest that while language external iconic mapping could ease the learning of direct iconic forms, it has a more limited capacity to help hearing non-signers learn indirect and opaque forms. The full semiotic distribution of handshapes in the lexicon and their use in language remain difficult for hearing non-signers to understand and depends on more specific language and cultural knowledge. (shrink)

Sociological studies of women's experiences with conservative religions are typically framed by a paradox that ponders women's complicity. The prevailing view associates agency with strategic subjects who use religion to further extra-religious ends and pays little attention to the cultural and institutional contexts that shape “compliance.” This paper suggests an alternative framing. Rather than asking why women comply, I examine agency as religious conduct and religiosity as a constructed status. Drawing on a study that examined how orthodox Jewish Israeli women (...) observe, negotiate, and make sense of regulations of marital sexuality, this paper explains religious women's agency as religious conduct, or the “doing” of religion. I demonstrate that doing religion is associated with a search for authentic religious subjecthood and that religiosity is shaped in accordance with the logics of one's religion, and in the context of controlling messages about threatened symbolic boundaries and cultural Others. (shrink)

This article studies the ways in which Arab intellectuals in Egypt and the Levant wrote about modern anti-Semitism during the four decades preceding the demise of the Ottoman Empire. This period is often described as the era of the Arab Nahda (revival); it refers to an era when Arab thinkers and writers showed great interest in the Arabic language, Islamic history, and Arab culture and consumed European literary and philosophical works. Arab intellectuals in this period wrote about Jewish affairs. They (...) protested the persecution of Jews in Eastern and Western Europe and compared anti-Jewish racism to an infectious disease that spread in Europe’s cities and destroyed the fabric of its democracy, especially during the Dreyfus affair. I argue that these very pro-Jewish positions were connected to several conversations about the Arab self. Since the Arabs were categorized as Semites in European racial discourses, the meanings ascribed to the term were of utmost important to them. Arab writers also connected their discussions of anti-Semitism to their broader interest in science; as anti-Semitism seemed to have reflected a remnant from the medieval past, Arab writers wondered why this phenomenon prevailed in modern and scientific Europe. As Ottoman subjects witnessing the colonization of Egypt and North Africa, Arab intellectuals underscored the fact that Europe, whose intellectuals and politicians critiqued the persecution of Christians in the Ottoman Empire and argued that their colonization brought justice to persecuted minorities, was treating its minorities in a horrific fashion. Lastly, as Arab thinkers demanded linguistic and cultural rights within the Ottoman Empire and demanded to curb the powers of autocratic rulers, they were interested in Europe’s most glaring failed emancipation. Their reflections, moreover, could help us theorize the present moment, when Jews and Muslims struggle together against purist and racist movements in the US and in Europe. (shrink)

This article is a theoretical and empirical exploration of the meaning that accompanies contractual agreements, such as the End-User License Agreements (EULAs) that participants of online communities are required to sign as a condition of participation. As our study indicates, clicking “I agree” on the often lengthy conditions presented during the installation and updating process typically permits third parties (including researchers) to monitor the digitally-mediated actions of users. Through our small-scale study in which we asked participants which terms of EULAs (...) they would find agreeable, the majority confirmed that they simply clicked through the terms presented to them without much knowledge about the terms to which they were agreeing. From a research ethics standpoint, we reflect upon whether or not informed consent is achieved in these cases and pose a challenge to the academic research community to attend to the socio-technical shift from informed consent to a more nebulous concept of contractual agreement, online and offline. (shrink)

Introduction : why worry about dignity, honor, and values -- Escape from dignity to honor : an overview -- The honor game -- Divine human glory : in the image of God -- The concept of dignity that underlies human rights -- Respect : the value of our singularity -- Escape from dignity and respect.

Feminist sociologists claim that while feminist insights have been incorporated in sociological paradigms and women sociologists have been well-integrated into academia, sociological frameworks have not been transformed, a process known as the missing feminist revolution. Yet, few have examined how the missing feminist revolution operates in specific subdisciplines and the mechanisms that sustain it. This article undertakes these tasks by analyzing religion and gender scholarship published in six sociology journals over the past 32 years. We find evidence of partial integration (...) and continued marginalization. However, we also document disparate networks of interlocutors that operate in two distinct intellectual fields—religion and gender. We argue that this bifurcation partially explains the missing feminist revolution and that insularity of feminist conversations likely contributes to this process. Our findings shed light on obstacles to transforming mainstream disciplines. (shrink)

Suzanne de Castell; On Writing of Theory and Practice, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 39–49, https://doi.org/10.1111.

In 1943, in the midst of the Second World War, the famous architect Richard Neutra was commissioned by the government of Puerto Rico to build hospitals and schools. In response, he produced a number of prototypes and processes investigating different ways to ventilate and climate control buildings in the sub-tropical environment of the island through technology. Neutra famously labeled his work in Puerto Rico a Planetary Test. This article examines this history of making climate a medium for design and the (...) implications of these practices for our present. (shrink)

Les mathématiques telles qu’elles se sont développées entre 1935 et 1970 jouent un rôle très important dans La Méthode. Ce rôle est explicite en ce qui concerne la logique, plus implicite en ce qui concerne la théorie du contrôle, l’incertitude, et certaines notions vues hors du champ mathématique et particulièrement probabiliste . Sur un exemple de résultats récents de la logique mathématique, la correspondance de Curry-Howard et les travaux de Jean-Louis Krivine nous montrent la pertinence des idées et des intuitions (...) d’Edgar Morin concernant la logique, la réalité et le cerveau.Mathematics as they are developed between 1935 and 1970 played a very important role in the method. This role is explicit with respect to the logical, implied regarding control theory, uncertainty, and some notions out of the field and especially mathematical probability . On a recent example of results of mathematical logic, the Curry-Howard correspondence and the work of Jean-Louis Krivine show the relevance of the ideas and insights of Edgar Morin on logic, reality and brain. (shrink)

Summary 1898 marked a crucial point in the end of the nineteenth-century Spanish crisis. The military defeat ending the Spanish-American War was seen as proof that the country was in terminal decline. With the ideals of regeneration spreading throughout Spanish society, the State became more interested in supporting and sponsoring science and technology, as well as in creating a modern educational system. The resulting reforms reflected this strong interest in scientific education, and consequently, the first decades of the twentieth century (...) saw a turning point in the development of science and technology in Spain. Some recent papers have discussed various initiatives taken by Spanish governments, particularly in the creation of new official institutions. Such institutions played an important role in the development of science and technology, but their activity in the promotion of scientific education was very limited. However, other governmental initiatives were taken in order to develop this area, particularly focusing on the acquisition of scientific instruments. Scientific instruments were needed not only to improve Spanish scientific research but also to improve the teaching of experimental sciences. These instruments were specifically adapted for use by students. This paper aims to present some of the lesser-known individuals and firms who, in the new social and cultural context, provided scientific instruments for educational centres in order to meet the increasing demand for this material in Spanish educational institutions during these years. (shrink)

Suzanne de Castell, Helen Freeman; Education as a Socio-Practical Field: the theory/practice question reformulated, Journal of Philosophy of Education, Volume 1.

This article traces the relationship between neoliberal thought and neural networks through the work of Friedrich Hayek, Donald O. Hebb, and Frank Rosenblatt. For all three, networked systems could accomplish acts of evolution, change, and learning impossible for individual neurons or subjects—minds, machines, and economies could therefore all autonomously evolve and adapt without government. These three figures, I argue, were also symptoms of a broader reconceptualization of reason, decision making, and “freedom” in relation to the state and technology that occurred (...) throughout the 1950s–1970s. I also argue that this genealogy of decision-making underpins contemporary relations between machine learning, reactionary politics, and neoliberal economics. (shrink)

I argue that a particular restricted version of the Principle of Indiference is a consistent, indispensible tool for guiding our probabilistic judgements.

Before broaching our main subject, and exploring why, among all disorders of the mind, obsessive-compulsive disorders have a place apart, I would like to start from a dilemma that is well-known to historians interested in mental disorders. According to one approach, a mental illness X is considered as a bona fide or ‘genuine’ illness if, and only if, it originates from a disturbance of the brain. Its neurobiological form is in this case considered as invariant, whatever cultural veneer might give (...) it a different aspect in accord with historical and local settings. The assumption is that this veneer does not, properly speaking, have any deep grounding in reality... (shrink)

This paper provides an overview, prepared by Robert Castel himself, of his last book, La montée des incertitudes. It describes how a new regime of capitalism has weakened and sometimes destroyed forms of social organization that had been established at the end of industrial capitalism. It discloses three main ongoing transformations: Labour market deregulations – in the sense of questioning both the right to work and the employment statute, and advances in insecurity; The reconfiguration of protective measures – in (...) the sense of the restriction of rights and a rapid rise in social insecurity; The paths of disaffiliation – or how it is that some categories of individuals find themselves destabilized and threatened with social invalidation in this new conjuncture. (shrink)

Teachers are necessarily free. The present article discusses the dual meaning of this necessity. The first meaning relates to freedom as an inevitable aspect of the actual reality in the classroom ; the second to teachers’ freedom as the ideal condition, or a prerequisite for optimal teaching. Existentialist philosopher Jean-Paul Sartre argued that human beings are “condemned to be free” and demanded that freedom be considered an imperative value. Philosopher of education Joseph Schwab, who analysed the practical nature of teaching, (...) concluded that teachers make choices every minute in the classroom, and demanded that their autonomy be expanded. This article identifies parallels between these two philosophical moves and suggests complementing features. Sartre adds universal depth to Schwab’s portrait of teachers, proving them to be an extreme expression of the human condition. Schwab provides Sartre’s analysis with concrete validation and practical suggestions for implementation. Combining these two approaches can further establish the importance of teacher autonomy and offer a unique conceptualisation of teacher agency as a partial response to the crisis of education in the postmodern era. (shrink)

Suzanne de Castell; On Writing of Theory and Practice, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 39–49, https://doi.org/10.1111.

In modern warfare, civilian populations may find themselves under immediate personal danger with very little warning. While there are ways to minimize this danger, there is a paucity of literature discussing this modern dilemma, and it is therefore important to try to address these situations in advance both logistically and ethically. Discussion of this case includes several relevant ethical principles.