Previous studies have emphasized a person’s biological sex as a factor which influences online search behavior. This study aims to investigate how people search online for political information and if gendered online search exists. We examined online search behavior via eye tracking while the participants searched for information about political party positions on the Internet. A content analysis of the eye tracking data followed and was evaluated with a special focus on the role of biological sex and social gender, and (...) the relationship of both factors with other variables, such as self-reported prior political knowledge, political interest, and Internet skills. The results accord with previous studies in that the sex influences the online search process. However, this relationship was partially mediated by self-reported political interest and prior knowledge. This outcome calls for a more critical use of the sex variable in reference to political online search behavior, and the inclusion of sex and gender related variables. (shrink)

To deal with the upcoming challenges and complexity of the nursing profession, it is deemed important to reflect on our current organization of care. However, before starting to rethink the organization of nursing care, an overview of important elements concerning nursing care organization, more specifically nursing models, is necessary. The aim of this study was to conduct a mapping review, accompanied by an evidence map to map the existing literature, to map the field of knowledge on a meta‐level and to (...) identify current research gaps concerning nursing models in a hospital setting. Next to nursing models, two other organizational correlates seem to be of importance when looking at the organization of nursing care: nurse staffing and skill mix. Although it seems that in recent research, the theoretical focus on the organization of nursing care has been left behind, the increasingly complex healthcare environment might gain from the use of nursing theory, or in this case, care delivery models. As almost no fundamental studies have been done toward the combination of care delivery models, nurse staffing, and skill mix, those elements should be taken into account to fully capture the organization of nursing care in future research. (shrink)

Despite the diversity of ageing, society and academics often describe and label older persons as a vulnerable group. As the term vulnerability is frequently interchangeably used with frailty, dependence, or loss of autonomy, a connection between older age and deficits is promoted. Concerning this, the question arises to what extent it may be helpful to refer to older persons as vulnerable specifically in the context of health care. After analyzing different notions of vulnerability, I argue that it is illegitimate to (...) conclude that older age is related to increased vulnerability. Much more, identifying older adults as a vulnerable group is closely related to ageism and can be associated with paternalistic benevolence and a tendency to overprotection, especially within health care. Additionally, even though older adults are more often in situations of increased vulnerability due to their potentially higher need for health care, I argue further that older adults mainly become a vulnerable group due to ageism. In this way, it can be concluded that the vulnerability of older adults does not originate in certain attributes of the group, but arises from a characteristic of society and, in turn, health personnel, namely ageism. Labeling older adults as vulnerable therefore is only helpful, when it is used to raise awareness of the widespread ageism in society, in this context, especially in the setting of health care, and the negative consequences thereof for older adults. (shrink)

Observing dance improvisation provides a unique opportunity to understand how people collaborate together while creating. It is an opportunity to consider how new ideas appear, not simply from the internal processes of a single creator but rather from the interactions between the minds, bodies and the environment acting on and between a group of improvising dancers. Improvisational scores served in this study as a laboratory into group creativity. Using a video-stimulated recall method, which asks dancers to reflect upon their own (...) processes just after completing the score, I explored the interdependency between meta-cognitive strategies such as imagery and sense awareness, group processes, the role of others in one’s own creative processes, and interactions between bodies and with the environment. As a result I describe how dancers build together a common improvisational space, which allows them to co-create and share their ideas mostly in non-verbal, non-propositional ways. I discuss the co-agency of such a process, showing that intentionality is distributed between dancers at each moment of improvisation and that they are mainly focused on supporting the ideas of others. I also discuss the medium of the body and the embodied response as central to dance improvisation practice. (shrink)

Inspired by the work of Hannah Arendt, this response article focusses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the Suite ‘Education after Progress’ is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five articles in the Suite explore what it would (...) mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each article, focussing on five possible connections between them (change, orientation, time, situatedness, and immanence), the response article concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education ‘after’ progress. (shrink)

This book describes the state of astrobiology in Europe today and its relation to the European society at large. With contributions from authors in more than 20 countries and over 30 scientific institutions worldwide, the document illustrates the societal implications of astrobiology and the positive contribution that astrobiology can make to European society. The book has two main objectives: 1. It recommends the establishment of a European Astrobiology Institute (EAI) as an answer to a series of challenges relating to astrobiology (...) but also European research, education, and society at large. 2. It also acknowledges the societal implications of astrobiology, and thus the role of the social sciences and humanities in optimizing the positive contribution that astrobiology can make to the lives of the people of Europe and the challenges they face. (shrink)

As populations around the globe become increasingly culturally diverse, just inter-personal relations seem dependent on our ability to find new ways of communicating with people from other cultures whose values and linguistic strategies may vary from our own cultural practices. Hence, in the increasing body of literature on intercultural education, intercultural education means helping students to acquire the right language and communication skills for enabling mutual understanding and transformation between cultures. However, several post-colonial scholars have pointed out that there is (...) a tendency to homogenise differences and neglect relations of power and the culturally untranslatable in the Western conception of language. This paper explores some implications of the post-colonial critique of intercultural education by following Luce Irigaray's writings on language and communication. Taking as its point of departure the Western ‘common sense’ conception of language as an instrument for communication and transfer of information, the paper first elaborates on the importance of exploring new ways of relating to language if we want to speak and listen to the other as other. It then offers a close reading of Martin Heidegger's existential analysis of the nature of language as Saying-Sowing and of Irigaray's response as she develops it in two of her later works. By way of conclusion the paper discusses how a more poetic and attentive listening could open up for a transformative and non-hierarchical communication in difference, and considers what implications this has for the promotion of social justice and pluralism in intercultural education. (shrink)

Based on an analysis of 137 texts written by pupils, this paper examines pupils? humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils? humour. The first mode describes teachers as unintentionally comical, the second as duped by their pupils and the third as intentional users of humour. The analysis focuses on different functions that pupils? humour directed at teachers fulfils in the social (...) life of the classroom. The paper concludes by showing how key functions of social humour (such as creation of solidarity, negotiation of power and realisation of personal needs) are connected to the three modes of pupils? humour directed at teachers. (shrink)

Sometimes it seems that our traditional Christian churches - both different and identical denominations - do not share any insignificant differences in rituals, but the abyss. For, agree, believing in one God, the God of mercy and forgiveness, in one Holy Scripture that includes the New Testament, it is not possible to be at war with one another as some Christian Churches in Ukraine are at odds today.

Since the Millennium Ecosystem Assessment in 2005, interest has increased in cultural ecosystem services (CESs) research to understand the complexity of the non-material benefits that people obtain from ecosystems. The intangible and interactive characteristics of CESs present many challenges regarding how to approach, quantify and even define CESs. In this paper, we suggest looking at CESs through the lens of embodied and situated cognition theories. We advocate that such an approach should be applied to the development stage of CES research (...) projects, as the embodied and situated experience of the site aids the development of research questions and future interventions. We described a case study—namely, the Environmental Empathy Research Challenge, which took place during the ColLaboratoire 2020 Research Residency in the Philippines. This case shows how interactive, embodied and situated workshops, such as Embodied Empathy and Walking Maps, contributed to developing a research proposal and a novel research framework, ecological embodied cognition (EEC). EEC focuses on the concept of environmental empathy to redefine the human-environment relationship. Further, based on an example of a participatory research activity, Sensing-Playing-Moving, we examined how interventions founded upon EEC principles enhance environmental empathy. (shrink)

BackgroundThe concept of ‘successful ageing’ has been a prominent focus within the field of gerontology for several decades. However, despite the widespread attention paid to this concept, its intersectional implications have not been fully explored yet. This paper aims to address this gap by analyzing the potential ageist and ableist biases in the discourse of successful ageing through an intersectional lens.MethodA critical feminist perspective is taken to examine the sensitivity of the discourse of successful ageing to diversity in societies. The (...) paper analyzes how ageist and ableist biases can manifest in the ways we conceptualize ageing, drawing on examples in the context of mental health.ResultsWe argue that the conventional approach to successful ageing is limited in its ability to account for the experiences of people who have faced intersectional discrimination throughout their lives. Drawing on examples in the context of mental health, we explore among others the link between depression and disabilities. Furthermore, we shed light on the negative impact of ageist and ableist attitudes concerning the diagnosis and treatment of dementia.DiscussionWe demonstrate how diversity is often overlooked in discussions of ageing well, and how ageist and ableist biases can manifest in the ways we conceptualize ageing. We argue that focusing solely on the health status as a means of achieving success fails to adequately counter ageism for all people. We further emphasize the role of structural factors, such as ageist attitudes, in shaping the experience of ageing and exacerbating health inequalities.ConclusionOverall, our findings emphasize the need for a more nuanced and inclusive understanding of ageing and therefore an intersectional approach to conceptions of ageing well that recognizes and addresses the biases and limitations of current discourses. Thereby, this paper offers valuable insights into the complex intersections between age and disabilities from a bioethical perspective, highlighting the need for a more inclusive and intersectional approach to ageing. (shrink)

In the present study, we explored the role of liking in the social induction of affect. Dispositional likeability was manipulated by written reports describing a sender as a likeable or dislikeable character. Afterwards participants watched short videos presenting the sender displaying happy or sad emotional expressions. We expected that exposure to the likeable sender would lead to reactions concordant with his emotional expression, whereas exposure to the dislikeable sender would result in discordant reactions. The results indicated that dispositional likeability influenced (...) the social induction of affect when the sender expressed positive emotions. Moreover, liking mediated the effects of the happy sender’s dispositional likeability on participants’ affective state. Exposure to the sad sender, however, led to assimilation regardless of the sender’s dispositional likeability. (shrink)

This article explores the intersemiotic affordances of photography and poetry and the expansion of meaning that surpasses the meanings embedded in and elicited from both. We specifically investigate the processes and mechanisms of this semantic expansion by systematically reconstructing the compositional process of poems written from three photographs and forensically investigate how the poems emerged out of each visual frame. We discovered that intersemiosis between photography and poetry demonstrates a strong interpretative component. Intra-semiotic connections between elements within the photograph are (...) interpreted by the viewer or writer and are translated by means of inter-semiotic triggers into intra-semiotic connections within the emerging poem during the process of composition. The resulting inter-semiotic connections between the photograph and the poem create and multiply meaning for both mediums together and independently. In other words, in the process of composition, the poem reads the meanings of components of the photograph framed by the photographer and super-frames them; creating a new frame of meanings that draw upon, and extend, meanings in the original frame of the photograph. At the same time, the poem enters a stage of self-change and self-reflection, inhabiting the life of the photograph. (shrink)

This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from (...) the past by returning to the moral character of our existence and our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values—which entails a belief in pre-existing commonalities—and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not common, turning the liberal democratic values of the past into contested objects of study. (shrink)

Justice is a contested concept. There are many different and competing conceptions, i.e. interpretations of the concept. Different domains of justice deal with different fields of application of justice claims, such as structural justice, distributive justice, participatory justice or recognition. We present a formal conceptual structure of justice applicable to all these domains. We show that conceptions of justice can be described by specifying the following conceptual elements: the judicandum, the community of justice including claim holders and claim addressees, their (...) claims, the informational base for the assessment, the principles of justice, and on a more practical level, the instruments of justice. By specifying these conceptual elements of justice, it is possible to analyse and compare different conceptions of justice, to assess their internal consistency, to explore new definitions of justice in an analytical way, and to explicate an idea of justice in a manner that provides concrete links to the relevant context. (shrink)

Walter Mosley’s Devil in a Blue Dress contributes significantly to the literary debate on the definition of whiteness. The socio-historical construction of whiteness emerging from the novel is amplified by white imagery dovetailing with the claims made about white people directly. For the African American first person narrator, Easy Rawlins, living in post-World War II Los Angeles, whiteness mostly spells terror. The oppressive faces of whiteness consist in the following trajectories: property relations, economic exploitation, labour relations, the legal system, different (...) miens of oppressive white masculinity denigrating blackness, spatial dynamics of post-World War II Los Angeles and the white apparatus of power that the narrator needs to confront throughout the novel. White imagery carried to the extreme magnifies the terrorizing aspect of whiteness in the narrative. Like many authors of colour, Mosley associates whiteness with death. Whiteness inundates Easy Rawlins from all sides, entailing insincerity, dishonesty, interestedness and hypocrisy. (shrink)

In a time of cultural pluralism and legitimation crisis, there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach ‘common values’ to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the school. (...) Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place—a place that transforms values into ‘common goods’ and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this ‘in-betweenness’ for what it means to find one's voice as a teacher in fostering the coming generation. (shrink)

Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture (...) of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures. (shrink)

Hans Christian Andersen is a cultural icon, and his fairy tales are famous around the world. But despite the positive ring to this description, his status as a canonized author poses a challenge when he is passed on to new generations of readers. In this article, we show examples of how this challenge reveals itself in Danish primary school teaching where Andersen is an obligatory figure in the subject Danish where he is frequently framed as a national romantic author of (...) morally unambiguous texts. Taking the current use of “The Ugly Duckling” (1844) in primary school teaching materials as a point of departure, we aim to show Andersen’s potential to be presented as an element in primary school teaching that draws on dialogic inquiries rooted in Philosophy with Children. Philosophical inquiries are characterized by an open mindset that incite teachers as well as school children to engage with the rich ethical themes and literary qualities of Andersen’s fairy tales. We conclude the article with our own inquiry manual to “The Ugly Duckling” to illustrate a way to overcome the current hegemonic framing of Andersen and reopen his fairy tale for future discussions and interpretations. (shrink)

The concept of love has emerged as a central topic for philosophical and theoretical discussion over the past few years. Whereas the dominant ideology of love in contemporary culture insists that love be understood as a discovery of my long lost second half with whom I merge and finally recreate a whole, contemporary philosophers and theorists have stressed the need to reconsider the concept of love within an ethical framework that can sustain the idea of the other as forever different (...) and separate. Taking as a starting point two different taxi scenes offered by Foucault and Woolf respectively, the article outlines and discusses those two contemporary love grammars, focusing on the concepts of lack and fantasy. Whereas Woolf’s taxi scene is reminiscent of a notion of love as a fantasy of unification, Foucault’s notion of love not only observes the need to maintain the other’s specificity and separateness, but also considers lack and fantasy to be primary and fundamental parts of love as lived experience. While Foucault insists on pleasure and action he also observes the central and unavoidable power of imagination that is attributed the name and function of recollection. The article finally addresses the question of if and how we might be responsible for our daydreams and fantasies. (shrink)

Research objective: identify ways to improve the training process of athletes-veterans of the group "Health" in handball; determine the place of psychological training and its component - mental training in the training process of athletes-veterans of the group "Health" in handball; experimental testing of the dynamics of technical and tactical readiness of athletes, indicating the effectiveness of determining ways to improve the process under study.

This article explores how our understanding of ambivalence would shift if we saw it as an inherent and essential part of the ordinary work of education. Following Bauman's sociology of the stranger and Derrida's deconstructions of hospitality, the article unfolds in three parts. In the first part we discuss the preconditions of modern education which since the Enlightenment has been guided by the postulate that there is and ought to be a rational order in the social world. In the second (...) part we consider the intolerance of strangers the modern will-to-order has caused. Since the stranger appears as a liminal category that falls between the boundaries of already established social categories, she can only be viewed as an antithesis of a well-ordered society. In the third part we ask how educational spaces hospitable to strangers can be opened up, and argue that we would do better not to construe living with ambivalence as a problem, but as a quest for humanity and justice. (shrink)

During the 1990s, the Berlin women’s prison was reformed to do justice to female inmates. This redesigning of space and programs was intended to meet women-specific conditions and needs. The present paper engages with this prison reform as transformation in the name of gender justice. Based on interviews with prison reformers, criminologists, and policymakers, as well as on the analysis of historical documents, we illuminate how a specific figure of the “criminalized woman” helps to translate the abstract notion of social (...) justice into situated practice. From the 1970s onward, a new knowledge of women’s crime would emerge: it constituted female offenders as victims of patriarchal oppression and victimization, allowing the prison system to be criticized as androcentric and discriminatory against women. We argue that subsequent reform pursued gender justice in the form of difference-based, gender-responsive programs and spaces targeting individual inmates’ character and mindset. Thereby, the reformers’ initial critique of social justice would be unintentionally depoliticized and so gender, economic, and political inequalities remained unaddressed. Our purpose is hence twofold: first, to review the recent history of women’s incarceration in Germany, and second, to add a social justice focus to the international criminological debate on gender, prison, and reform. (shrink)

Childhood trauma is associated with many interpersonal and psychosocial problems in adulthood. The aim of this study was to explore the associations with a spiritual area of personality, namely religious and spiritual struggles (R/S struggles). A nationally representative sample of 1,000 Czech respondents aged 15 years and older participated in the survey. All types of CT were associated with an increased level of all six types of R/S struggles, with the highest values for demonic struggles. Thus, the findings of this (...) study might be important for clinical practice and pastoral care as well as a further research. (shrink)