Our research addresses the issue of teaching and learning concepts in science education as an empirical question. We study the process of conceptualization by closely examining the unfolding of classroom lesson sequences. We situate our work within the practice turn line of research on epistemic practices in science education. We also adopt a practice turn approach when it comes to the learning of concepts, as we consider conceptualization as being inherent within epistemic practices. In our work, pedagogical practices are modeled (...) as learning games and epistemic practices in science education are characterized as enacted epistemic games emerging through the unfolding of learning games. Science practices are modeled as source epistemic games since they are the source of the knowledge at stake in pedagogical practices. From this point, we examine closely how playing learning games can enable students to play enacted epistemic games and then in turn the source epistemic games at the core of conceptual understanding. Thus, the main contribution of this paper is to link pedagogical practices to epistemic practices in science education and to science practices in general. Our method is consistent with this epistemological framework as our case study on the concept of earthquakes in a 5th grade classroom sequence illustrates. Following an investigation of two experienced teachers and their classes during a teaching unit, our analysis shows how teaching effectiveness is determined by a dialectic. This entails on the one hand a didactic continuity between learning games and enacted epistemic games and, on the other, an epistemic continuity between enacted epistemic games and source epistemic games. (shrink)

We all know that doctors accept gifts from drug companies, ranging from pens and coffee mugs to free vacations at luxurious resorts. But as the former Editor-in-Chief of The New England Journal of Medicine reveals in this shocking expose, these innocuous-seeming gifts are just the tip of an iceberg that is distorting the practice of medicine and jeopardizing the health of millions of Americans today. In On the Take, Dr. Jerome Kassirer offers an unsettling look at the pervasive payoffs that (...) physicians take from big drug companies and other medical suppliers, arguing that the billion-dollar onslaught of industry money has deflected many physicians' moral compasses and directly impacted the everyday care we receive from the doctors and institutions we trust most. Underscored by countless chilling untold stories, the book illuminates the financial connections between the wealthy companies that make drugs and the doctors who prescribe them. Kassirer details the shocking extent of these financial enticements and explains how they encourage bias, promote dangerously misleading medical information, raise the cost of medical care, and breed distrust. Among the questionable practices he describes are: the disturbing number of senior academic physicians who have financial arrangements with drug companies; the unregulated "front" organizations that advocate certain drugs; the creation of biased medical education materials by the drug companies themselves; and the use of financially conflicted physicians to write clinical practice guidelines or to testify before the FDA in support of a particular drug. A brilliant diagnosis of an epidemic of greed, On the Take offers insight into how we can cure the medical profession and restore our trust in doctors and hospitals. (shrink)

"No soy de los que deploran la especialización; en todo caso, dudo que sea posible, aunque fuere deseable, frenar la persecución de un saber especializado, en complejas sociedades. Pero es que la filosofía del Derecho ha descansado tradicionalmente en una perspectiva muy amplia, y hay que lamentar de modo especial la pérdida de sus funciones unitivas debido a la extraordinaria necesidad presente de comprender y mejorar las instituciones jurídicas. La situación actual no clama por la desvalorización de la especialización, sino (...) que, por el contrario, desafía a los estudiosos a trascender las especializaciones de la filosofía del Derecho, y cualquiera fuere la utilidad que con ello pudiera lograrse, a construir una jusfilosofía que satisfaga más adecuadamente las presentes demandas". Jerome Hall. (shrink)

Examines John Dewey’s ideas in the context of evolutionary theory.

In this chapter, I put aside typical arguments from experienced evil to the belief that God does not exist. Instead, in the first section, my focus is on how experiences of evil provide epistemic support for atheism by analogy with the ways philosophers have claimed experiences allegedly of God provide support for theistic belief. In the second section, I will sketch other ways in which atheism gets support when a person experiences evil, ways not analogous to how philosophers have thought (...) of theistic experience but yet not arguments from experience of evil. (shrink)

Over two decades have passed since Im and Meleis proposed “gender‐sensitive theories” as a category of nursing theories in 2001. Since then, the global conditions of women and minoritized identities across the various spectra of sexual orientation, gender identity and expression, and sexual characteristics (SOGIESC) have changed. Moreover, feminist theorizing has evolved, prompting the need to update how nurses theorize and research the interactions of gender and health in their practice. This discursive essay aims to (1) provide a summary of (...) Im and Meleis' characterization and guidelines in the development of gender‐sensitive theories in nursing and present exemplars that use these guidelines; (2) assess the gender‐sensitive nursing theory guidelines in terms of gender‐responsiveness; and (3) expand the transformative potential of gender‐sensitive theorizing in nursing by proposing Diverse SOGIESC‐Transformative Theories. Diverse SOGIESC‐Transformative Theories include three additional aspects to enhance the transformative potential of gender‐responsive theorizing in nursing: inclusion of diverse SOGIESC, elaboration of intersectionality, and consideration of men and masculinities. (shrink)

Résumé L’interprétation serait un point qui divise les arts. À l’encontre de cette idée, l’auteur pose un principe d’équivalence entre les arts qui n’est plus fondé sur des questions de définition des « pratiques artistiques » mais sur leur mode de diffusion. Le concert, le spectacle, le cinéma, l’édition d’un livre trouvent alors leur contrepartie dans le monde des arts plastiques avec l’exposition. L’exposition est en outre le point de rencontre de différentes formes d’interprétation : celle de l’artiste, celles de (...) ses médiateurs, celles des spectateurs. (shrink)

Résumé Claude Régy revient sur son expérience du théâtre de langue étrangère et de sa traduction, à partir de ses diverses expériences avec des linguistes tels Henri Meschonnic dont la traduction de certains livres de la Bible lui a inspiré deux spectacles. Il interroge ce faisant les questions de la lecture, du sens et de la performativité de la langue, de l’art du comédien... et du spectateur.

The radical empiricist theory of the Quartz & Sejnowski target article would result in a brain that could not act. The attempt to bolster this position with computational arguments is misleading and often just wrong. Fortunately, other efforts are making progress in linking neural and cognitive development.

The authors of It Is Right and Just bring to the public’s attention serious questions of political thought and practice. That they do so from the standpoint of theology provides an opportunity for a fresh look at the American founding and the American regime. Though the questions raised are important, the authors unfortunately do not provide a helpful foundation for fruitful reflection. Instead, the book makes sweeping claims without adequate evidence. It Is Right and Just will disappoint any serious student (...) of American politics and, worse, may mislead well-intended American Catholics searching for a more just polity for themselves and their children. (shrink)