Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

In order to cope with the changing health needs in the community, an holistic approach on AIDS prevention and control with particular reference to essential quality was introduced at an educational seminar at Hebei Medical University in China, 1996. We have identified three major points in the present study through learning and research process: 1. The importance of ‘cultural norm’ for the unification of science and technology is identified for the community approach; 2. ‘community care’ emphasising human quality provides (...) unity in diversity for educational program; and 3. ‘community control’ emphasising quality assurance demonstrates the effectiveness for program analysis from the viewpoint of human centred systems. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

The rapidly changing field of genetics affects society through advances in health-care and through implications of genetic research. This study addresses the impacts of new genetic discoveries and technologies on different segments of today's society. The book begins with a chapter on genetic complexity, and subsequent chapters discuss moral and ethical questions arising from today's genetics from the perspectives of health care professionals, the media, the general public, special interest groups and commercial interests.

The conceptual framework and core courses of the certificate program in Preventive Engineering and Social Development of the Centre for Technology and Social Development at the University of Toronto are briefly described. Preventive approaches for the engi neering, management, and regulation of technology examine how technology fits into, interacts with, and depends on human life, society, and the biosphere in order to apply this understanding in a negative feed back mode to avoid or reduce harmful effects to these (...) contexts. These approaches represent a new paradigm for engineering education and practice enriched through STS. (shrink)

Instead of simply following the current neoliberal mantra of proclaiming economic growth as the single most important factor for maintaining well-being, Education and Schmid's Art of Living revisits the idea of an education focused on personal development and the well-being of human beings. Drawing on philosophical ideas concerning the good life and recent research in positive psychology, Teschers argues in favour of shifting the focus in education and schooling towards a beautiful life and an art of (...) living for today's students. Containing a thorough discussion of the ideas of contemporary German philosopher Wilhelm Schmid, this book considers the possible implications of developing a more humanistic and life-centred approach to educational policy, research and practice, showing that Schmid's concept of Lebenskunst provides a firm philosophical basis for this endeavour. Among others, this book draws on analytical and continental traditions to challenge current views and assumptions in regard to education and the role of schooling for contemporary societies. As a result, Teschers' work is sure to spark a debate about the direction of educational policy and practice in the 21st century. Education and Schmid's Art of Living is essential reading for academics and students with an interest in education. Given the importance of such topics as the relationship between education and society, teacher education and how best to structure schools and learning environments, Teschers' work will appeal to academics and students in a diverse range of fields, including education, philosophy, sociology and psychology. (shrink)

In this paper, we explain how our individual PhD enquiries have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education and the African based Global e-Schools and Communities Initiative project Leadership Development in (...) ICT and the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value. (shrink)

This book offers a unique analysis of the tension between the individual and society in educational contexts, and the role that citizenship and democratic education can play. It approaches the question from two different perspectives - the institutional and the interactional - and argues that any solution must answer the tension from both or it will necessarily fail. The answer is found through a political methodology that places education at the centre and concludes that a balance (...) can be found if we embrace the federated disestablishment of education and state and internally democratic schooling that aims to realise the emancipation of the political child. The book situates itself in the tradition of political philosophy that is education focused, identifying an unresolved tension between the individual and society in the works of Rousseau, Dewey, and Freire. It discusses the concept of authority as a primary issue persisting in this tension. It does so by exploring both interactional and institutional responses based on the idea of the free individual and cooperative associations. The author advocates an education system that creates the necessary space for the cultivation of the free individual and is run by the principles of internally democratic schooling. With a strong focus on citizenship and the role of education in the development of social-justice oriented citizens, this book will be of great interest to researchers, academics, and postgraduate students in the fields of philosophy of education, political philosophy, educational theory, and citizenship education. (shrink)

The Milestone Education Society (Regd.) Pehowa (Kurukshetra) working since 2005 in the field of school education, social work and higher education through its research initiatives. It started Center for Positive Philosophy and Interdisciplinary Studies (CPPIS) in 2010 and contributing continuously in the field of higher education through research journals, various programmes, and published books. -/- The present initiative Centre for Studies in Educational, Social and Cultural Development (CSESCD) will work on the issues (...) related to downtrodden people though its various activity like discussions, programmes and publications etc. It also promotes the ideology of the educational thinkers who positively contributed in the society. -/- The present book, “Ideological Crisis in Indian Society “is the first initiative of the Centre. It includes six essays of the students who participated in the essay competition organized by the Centre for Positive Philosophy and Interdisciplinary Studies (CPPIS) and the Department of Philosophy, P.G.Govt College for Girls, Sector-11, Chandigarh to celebrate World Philosophy Day with the theme “Indian Society and Ideological Crisis” on 21st November, 2013. These essays highlight writers’ thinking and need further improvement on the basis of ideas. -/- On the occasion of Death Anniversary of Dr. B.R.Ambedkar, we dedicated this volume to this great personality who is the real motivation for us. His vision of social democracy and equality was closely related to good society, rationality and the scientific outlook. -/- I must congratulate all the members of Milestone Education Society (Regd.) Pehowa (Kurukshetra) for this new initiatives and submit my humble gratitude towards their positive efforts and kind-cooperation. -/- Dr. Desh Raj Sirswal -/- December 06,2013 -/- Download the book from: http://msesaim.wordpress.com/2013/12/06/ideological-crisis-in-indian-society-a-tribute-to-dr-b-r-ambedkar-on-his-death-anniversary/. (shrink)

_Elite Education – International Perspectives_ is the first book to systematically examine elite education in different parts of the world. Authors provide a historical analysis of the emergence of national elite education systems and consider how recent policy and economic developments are changing the configuration of elite trajectories and the social groups benefiting from these. Through country-level case studies, this book offers readers an in-depth account of elite education systems in the Anglophone world, in Europe and (...) in the emerging financial centres of Africa, Asia and Latin America. A series of commentaries highlight commonalities and differences between elite education systems, and offer insights into broader theoretical issues, with which educationalists, researchers and policy makers are engaging. With authors including Stephen J. Ball, Donald Broady, Rubén Gaztambide-Fernández, Heinz-Hermann Krüger, Maria Alice Nogueira, Julia Resnik and Agnès van Zanten, _t_he book offers a benchmark perspective on issues frequently glossed over in comparative education, including the processes by which powerful groups retain privilege and ‘elite’ status in rapidly changing societies. Elite Education – International Perspectives will appeal to policy makers and academics in the fields of education and sociology. Simultaneously it will be of special relevance to post-graduates enrolled on courses in the sociology of education, education policy, and education and international development. (shrink)

Traditionally, ‘education through research’ is understood to be a main characteristic of education at the university. In this article we will explore how ‘education through research’ is argued to be of major importance for the European knowledge society, how there is still a reference to the idea of Bildung or liberal education, and what research is presumed to be like if it is to have this edifying potential. It will be argued that (...) the edifying potential of research is related to a normative component in the research activity and that this normative orientation and its presuppositions are problematic today. This lays the way for the exploration of alternative approaches to the edifying potential of research (with reference especially to Jürgen Mittelstrass and Jacques Derrida) and for the discussion of what could be at stake for ‘education through research’. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

These studies of Catholic higher education reflect the current passion for self-examination and self-criticism through social surveys in the United States. The main terms of reference are the American norms which claim to be religiously neutral; the treatment of the problems confronting Catholic education solely in the context of American society, is reflected in the absence of references in the footnotes or bibliographies to the relevant European literature. The main focus is on the shape and quality of (...) undergraduate education, though the research findings and the issues discussed have implications for the whole range of Catholic education from parochial primary schools to research-centred schools of graduate studies. Most of the research projects on which the conclusions are based were designed in the late ‘fifties and reflect that era’s preoccupation with the nature of the Authoritarian Personality and the relationship between closed minds and firmly held belief-systems, a preoccupation to which the ‘brain washing’ techniques used in Korea and the power of MacCarthyism doubtless contributed. In Catholic circles Monsignor Tracy Ellis’s criticism of the poor standard of scholarship within the colleges and the poverty of the Catholic contribution to American intellectual life made a remarkable impact. (shrink)

Treatise on Mimamsa philosophy; critical edition.

Education is widely accepted as important source of future economic growth and is strongly supported by public sources. Most of this support is oriented toward traditional education and industries. However, several studies show importance of creativity education as important feature for innovation and future growth. However, public support of creative industries is relatively new and most of policy measures that have been implemented are still not fully evaluated and understood. There si a strong need to look much (...) more closer on way how public education influence creative industries and what policies could be placed to strengthen positive effects of this education also in the long run. This article represents an output of the research about the creative industries support policy in Slovakia in the field of education activities. It is containing basic literature overview comparing support policies for traditional sectors and the creative industries. We analyzed conceptual documents at the national level and basic strategic documents in the regions and selected cities of the country. We also realized several interviews in different creative economy industries. Generally, creative industries in Slovakia are much less in the centre of public support policy compare to traditional industry sectors. This is also the same in case of education. Despite of wide varietyof support tools used in the world, only few of them are applied in Slovakia. Interestingly, creative industries do not strongly require more creativity in education in schools. We found out the most important support in the field of education should not be related to creativity itself, but more on the complementary skills as ICT or entrepreneurship. We also found very limited role of universities and other public institutions in creative industries success stories. (shrink)

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational (...) experiences and events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. (shrink)

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this (...) knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. (shrink)

Knowledge is and will be produced in order to be sold; it is and will be consumed in order to be valorised in a new production: in both cases, the goal is exchange.We live in a social universe in which the formation, circulation, and utilization of knowledge presents a fundamental problem.If the accumulation of capital has been an essential feature of our society, the accumulation of knowledge has not been any less so.Now, the exercise, production, and accumulation of this (...) knowledge cannot be dissociated from the mechanisms of power; complex relations exist which must be analysed. (shrink)

The increased focus on issues of gender and schooling in India over the last decade has produced several gains that include more incentive schemes to make girls attend school, greater employment of women teachers and improved efforts to incorporate female protagonists in textbooks. However, a closer reading of this ‘gender’ focus reveals an inordinate concern with numbers, i.e. enrolment. The instrumentalism that underlies these efforts is revealed through a double-move effected by existing discourses. The first is to locate the reasons (...) why girls are out of school strictly within a reading of cultural and familial practices and (secondly) to therefore fail to recognize normative practices of schooling and State policies as already deeply ‘gendered’. This double-move is epitomized in the Indian State’s more recent efforts to set up residential elementary schools for girls (Kasturba Gandhi Vidyalayas) in each district of the country; an effort that has been publicly lauded as the most effective way to overcome cultural barriers to girls’ schooling. Through a focus on policy documents that discuss this scheme, the article will interrogate the existing conflation of ‘gender’ with a biological/culturalist reading of the ‘girl child’. In what ways does this narrow focus naturalize a binary frame of reference around the traditional family/community and the empowered girl child? Why have State efforts around educating the ‘girl child’ not been subject to greater critical analysis amongst feminist scholars in India? (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and (...) Sweden. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

The history of computers is embedded in military research and training. Its increased role in education to access and exchange information, and to connect teachers, parents, and community, has not diminished its potential for military or industrial intelligence. Therefore, computers have deep political, social, and cultural implications for countries with no control over software and hardware production. In francophone West Africa, computer adoption is very slow. This article establishes the extent to which computers are used in education (...) and research and critically examines some of the challenges their adoption poses. Drawing arguments from cultural critics concerned with the quality of our lives, it argues that the present slow pace of their adoption may be more of a blessing than a disadvantage if they cannot promote diverse literacies, indigenous forms of knowledge, and local cultures, and if they cannot help break the scientific isolation of those countries. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

This book takes the thinking of Quentin Skinner, Philip Pettit and J. G. A. Pocock on republican liberty and explores the way in which this idea of liberty can be used to illuminate educational practice. It argues that republican liberty is distinct from both positive and negative liberty, and its emphasis on liberty as non-dependency gives the concept of liberty a particularly critical role in contemporary society. Each chapter formulates and expounds the idea that an empire of liberty requires (...) the existence of what are termed 'liberty-bearing agents', and shows how education - with a particular emphasis on knowledge - is needed to foster the human powers which allow people to become liberty-bearing. It is also emphasised, however, that republican liberty is non-perfectionist and non-eudaimonic: the core values enshrined in an empire of liberty centre on non-dependency rather than the promulgation of a certain way of life. Drawing on prominent seventeenth century contract theorists, the link between liberty and authority is explained, suggesting that appropriate authoritative structures need to underpin the provision of education, and especially schooling, if educational practice devoted to the pursuit of liberty is to flourish. Liberty and Education will be of value to both educational theorists unfamiliar with republican theory, as well as republican theorists interested in how their theory might play out in education. It will also be of interest to researchers and students from the fields of politics and the philosophy of education. (shrink)

Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 Philosophy and Performance of Neoliberal Ideologies: History, Politics and Human Subjects -- 2 Neo-Liberal Education Policy and the Ideology of Choice -- 3 Varieties of Neo-Liberalism: a Foucaultian Perspective -- 4 The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research -- 5 The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of (...) the Twenty-First Century -- 6 What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom -- 7 (Re)Visioning the Centre: Education Reform and the 'Ideal' Citizen of the Future -- 8 Biopolitical Utopianism in Educational Theory -- 9 A Place Pedagogy for 'Global Contemporaneity' -- 10 Antonio Gramsci and Feminism: The Elusive Nature of Power -- 11 Foucault, Educational Research and the Issue of Autonomy -- Index. (shrink)

The requirement by the National Science Foundation (NSF) that research proposals include plans for “broader impact” activities to foster connections between Science, Technology, Engineering, and Math (STEM) research and service to society has been controversial since it was first introduced. A chief complaint is that the requirement diverts time and resources from the focus of research and toward activities for which researchers may not be well prepared. This paper describes the theoretical framework underlying a new strategy (...) to pair NSF-funded nano research centres with science museums in order to achieve greater success in the broader impact mission, and to transform the perceived burden of the requirement into an opportunity to provide enhanced value to the constituencies of the partnering organizations, as well as to the larger community. This partnership approach is presented as a model that also can be applied to NSF-funded research centres in other STEM fields, and to non-NSF-funded STEM research centres nevertheless looking to pursue broader impacts types of activities. The model also provides an opportunity to stretch the typical spectrum of broader impacts activities to include citizen engagement in science, technology and societal concerns. (shrink)

This paper will investigate patterns of historical periodisation with regard to public intellectual work. It will begin with a focus on educational studies and with a specific case study of the Centre for Applied Research in Education (CARE) at the University of East Anglia. The case study will highlight the roles of leading public intellectuals such as Lawrence Stenhouse and explore the genre of applied research. The notion of applied research in education explicitly sought (...) to connect the project of public education and social justice with research which was applied to these projects In this way, in an idealised form, the public intellectual and applied researcher would offer aid and sustenance, which would enhance and energise the overall project of public education for all By exploring a case study of an institution and the associated research genre I hope to elucidate the relationship between educational studies and the public intellectual and also to examine the changing prospects for such work over different historical periods. Part of the task is to delineate the changing ‘windows of opportunity’ for public intellectual work. And as we shall see, Brief Encounters are a reasonable characterisation of such patterns of possibility Using the case study as an entry point the paper goes on to discuss broader questions about public intellectuals’ prospects. These questions are embedded in the discussion of some of the work of Sandel on market societies, and Applebaum on changing patterns of democratic engagement. The paper concludes with a commentary on contemporary and future prospects for public intellectual engagement. (shrink)

Exploring Practical Knowledge investigates professional practices from a hermeneutic perspective. The book presents, discusses and applies notions such as practical knowledge, practical wisdom, tacit knowledge, and normativity to the professional lifeworld. These contributions focus on both specific practices and more general questions concerning theories and investigations of practice. This volume comes as the result of a cooperation of three research centres: The two Centres for Practical Knowledge in Bodø, Norway and in Södertörn, Sweden, as well as the Research (...) Group Value-Oriented Professionalisation at the University of Applied Sciences in Utrecht, the Netherlands. It offers empirical studies of professionals as well as discussing the underlying theories, approaches and methods of exploring practical knowledge - including the limits to any articulation of these aspects of professional action. In contrast to the objectivist paradigm that otherwise dominates professional studies, each chapter presents central perspectives and possibilities drawing from humanistic and interdiscipkinary research traditions. The book explores professions in a style accessible to scholars and practitioners alike. It is interesting for those studying practices within these professions and for vocational studies in education, social work, health care, police work, journalism, etc. (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)

Within the last ten to fifteen years, models emerged for describing and developing undergraduate research and inquiry. This article discusses four examples of modelling didactical issues around undergraduate research and inquiry. The aim of the first part of this article is to scrutinize the epistemological and the didactical purpose of these models. As essential dimensions of undergraduate research and inquiry are neglected, two new models are developed. The first puts the coordination of theory and evidence in the (...) centre and determines three different horizons of significance in the field of science. In relation to these horizons, the second model highlights the broader societal context of scientific practices. The role of research and science in society is recognized here on the one hand as an affirmative process of institutionalization of approved knowledge, and on the other, as practices of criticizing and breaking away from established forms of knowing, testing, evaluating, and approving. Concomitantly, the education of students through and within scientific practices of research and inquiry is interpreted against the backdrop of two opposite trajectories influencing students’ ambitions to engage with problems of science. Didactics of higher education therefore need to distinguish between long-term and short-term goals. It is argued that the latter concretizes the former. This understanding of teaching is corroborated against the backdrop of the concept of learning as ‘enculturation’ in science. The argumentation refers back to insights by Lev S. Vygotsky, Ludwik Fleck and Michael Polanyi. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing (...) in Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

This short article summarizes the difficulties likely to be experienced in STS graduate education and research; the reasons, nevertheless, for optimism; and ends with an optimistic note about the future.

This article relies on two international projects to argue for the existence of a ‘centrarchy’ in the fields of education and technology. Centrarchy denotes a power structure in which power rests with ‘the Centre’. The Centre signifies well-respected departments, top-tiered journals, the best editors, critical reviewers and leading authors; the Periphery denotes anyone else. The Centre has assigned itself the mission of guiding the Periphery out of its underdevelopment. It has served as a proxy for quality (...) scholarship and believes that Periphery’s societies require a saviour. It has ignored the knowledge that has been produced by the Periphery’s researchers. Its ways of researching the world have been internalised and taken for granted by the Periphery’s academics, who have come to see these ways as the natural order and common sense. It has seen the Periphery’s societies as outliers appropriate merely for local case studies, whereas its case studies transcend locality and have universal value. The Centre–Periphery ‘wall’ is unbreachable because of empirically uninspected factors, which are unearthed here. This article, furthermore, shows some academics to be on ‘the periphery of the Periphery’. (shrink)

Purpose The purpose of this paper is to demonstrate the advancements in artificial intelligence (AI) and conversational agents, emphasizing their potential benefits while also highlighting the need for vigilant monitoring to prevent unethical applications. Design/methodology/approach As AI becomes more prevalent in academia and research, it is crucial to explore ways to ensure ethical usage of the technology and to identify potentially unethical usage. This manuscript uses a popular AI chatbot to write the introduction and parts of the body of (...) a manuscript discussing conversational agents, the ethical usage of chatbots and ethical concerns for academic researchers. Findings The authors reveal which sections were written entirely by the AI using a conversational agent. This serves as a cautionary tale highlighting the importance of ethical considerations for researchers and students when using AI and how educators must be prepared for the increasing prevalence of AI in the academy and industry. Measures to mitigate potential unethical use of this evolving technology are also discussed in the manuscript. Originality/value As conversational agents and chatbots increase in society, it is crucial to understand how they will impact the community and how we can live with technology instead of fighting against it. (shrink)

The current emphasis on rising educational standards in Australian society (eg A Commonwealth Government Quality Teacher Initiative, 2000) has stimulated a growing interest in Vygotsky's socio-cultural theory widely renowned for its profound understanding of teaching and learning. The metaphor of scaffolding commonly viewed as underpinned by socio-cultural theory and the zone of proximal development in particular, has become increasingly popular among educators in Australia (Hammond, 2002). Teachers find the metaphor appealing as it "offers what is lacking in much literature (...) on education - an effective conceptual metaphor for the quality of teacher intervention in learning" (Hammond, 2002, p.2). However, there is no consensus of opinion among educators on the specific characteristics that constitute successful scaffolding. On the contrary, the current interpretation of scaffolding seems to have been drifting away from the Vygotskian view of teaching and learning and appears to have become an umbrella term for any kind of teacher support (Jacobs, 2001) and therefore, cannot serve the purpose of justifying the quality of teacher intervention. Furthermore, when taken out of its theoretical context, scaffolding tends to be interpreted as a form of direct instruction (Donovan & Smolkin, 2002), which invalidates the Vygotskian idea of teaching as co-construction of knowledge within student-centred activities. Such an interpretation of the metaphor of scaffolding is an unfortunate step back to a traditional, pre-Piagetian way of teaching which is adult-driven in nature and often results in "the imposition of a structure on the student" (Searle, 1984, in Stone, 1998, p. 349). In spite of a number of limitations of the metaphor, that have been discussed by socio-cultural theorists (e. g., Stone, 2001), it remains highly popular among educators. To fulfil teachers' expectations of scaffolding as being an effective teaching tool, it needs to be understood within the framework of its underlying theory. This project aims to analyse understanding of the concept of scaffolding by educational researchers and practitioners in its connection to the Vygotskian view of the role of instruction in nurturing children as active learners. (shrink)