Pity and Justice in Rousseau's Emile: Developing a Concern for the Common Good

Scholarly accounts of the training of pity in Jean-Jacques Rousseau's Emile focus on how Emile's tutor activates the psychological mechanisms necessary for the feeling of pity in book 4 of the text. This account is inadequate, for it fails to show how Emile acquires the evaluative ability to make the judgment about who deserves pity as well as the willingness to adjudicate his own and others' interests. In this article, Wing Sze Leung argues that books 1 through 3 lay the foundation by developing in Emile the attitudes and dispositions that guide him in his judgment-making about which kind of life he should pursue. Books 4 and 5 then develop Emile's ability to make interpersonal judgments of pity through habituated practice. By gradually cultivating Emile's sensitivity to the potential conflict between his self-interests and others' well-being, as well as the resolution to refrain from infringing on others' interests and to pursue the common good, Rousseau's long-term educational project molds Emile's disposition to act as justice demands. The article concludes with a brief response to some criticisms about Rousseau's educational project.     

The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion

This article joins discussions concerning education as a means of cultivating compassion and pays explicit attention to the emotional complexities of teaching for/with compassion to help students become active and critical compassionate citizens. After reviewing the emotional aspects that establish feelings of pity and a sentimental relationship between the student as spectator and the ‘other’ who suffers, the article suggests that a politics of compassion is both necessary and valuable, albeit situated in practices that attend to the needs of vulnerable people and address structural inequalities. The article explores the conditions within which compassion in the classroom can be translated into protest at injustice or transmuted into action that radicalizes solidarity. For this purpose, the author proposes what he calls critical pedagogies of compassion, that is, critical pedagogies that interrogate the trappings of narratives of pity and seek to make a concrete difference in sufferers’ lives. This is not a proposition for a new form of critical pedagogy, but rather a call to recognize in existing critical pedagogies the need to explicitly interrogate pity and cultivate critical compassion.     

Brief Research Report: The Message Behind Teacher Emotions

Abstract

We hypothesized that students use the message behind teacher emotions to interpret the cause of their failure and to form competence beliefs; hence, in failure situations teacher anger could be beneficial. In Experiment 1, participants made judgments about another student’s failure in the face of teacher pity versus anger. Lack of ability attributions were made and low competence was perceived, when pity was interpreted as the teacher attributed the failure to lack of ability. Lack of effort attributions were made when anger was interpreted as the teacher attributed the failure to lack of effort. Experiment 2 replicated and extended these findings by examining students responses to their own failure. Findings imply that expressing anger is less detrimental than many teachers suppose.     

行动：同情与怜悯的分水岭

过去一直把同情都只局限于情感、心理的范畴,从而难以实质区分开同情与怜悯,并长期把两混用了。本认为,以“行动”区分开同情与怜悯,其意义在于可以超越现代社会的冷漠处境。     

On Applicable Methods in Testing Spoken English

The importance of raising speaking ability of the students is more and more emphasized. But the pity is that, until present time, teachers or testers have to face the perplexity of lacking useful ways to test the students about their ability in speaking. In order to break through the existing perplexity, the author tries, by analyzing the applicability of several methods for testing this ability, to shade a new light in this field, thus facilitate the means of daily teaching and learning evaluation.     

Ethno-cultural diversity education in Canada,the USA and India: the experience of the Tibetan diaspora

Abstract

This paper contrasts approaches to supporting ethno-cultural diversity in education in Canada, the USA and India through the lens of the experiences of the Tibetan diaspora. All three countries self-identify as linguistic and ethnically diverse states that value multiculturalism. These shared values make them insightful comparative cases to consider the role of public education vis-a-vis its impact on ethno-cultural diversity within pluralistic societies. The case used to conduct the comparison is that of the Tibetan diaspora, an ethno-cultural migrant minority found in each country. Three prevailing ethno-cultural diversity orientations are identified – integration, achievement and sustainability – to describe prevalent approaches in Canada, the USA and India, respectively. The paper concludes with implications of the skewed orientations in each context, proposing a more balanced use of all three orientations for more robust and comprehensive supports for ethno-cultural diversity in education.     

Teachers’ Concepts of Spatial Scale: An international comparison

Metric scale is an important concept taught as part of science curricula across different countries. This study explored metric and relative (body-length) scale concepts of inservice (N?=?92) and preservice (N?=?134) teachers from Austria, and Taiwan, and their concepts were compared with those of teachers from the USA. Participants completed three assessments: the Scale Anchoring Objects (SAO), Scale of Objects Questionnaire (SOQ), and a subsample of participants were interviewed with the Learning Scale Interview. A Rasch analysis was conducted with the SAO and SOQ and results showed that the Rasch model held for these assessments, indicating that there is an underlying common dimension to understanding scale. Further analyses showed that accuracy of knowledge of scale measured by the SAO and SOQ was not related to professional experience. There were significant differences in teachers’ accuracy of scale concepts by nationality. This was true for both metric and body-length SAO assessments. Post hoc comparisons showed that the Austrian and Taiwanese participants were significantly more accurate than the US sample on the SAO and SOQ. The Austrian participants scored significantly higher than the US and the Taiwanese participants. The results of the interviews showed that the Taiwanese experienced teacher participants were more likely to report learning size and scale through in-school experiences than the Austrian or the US participants. US teachers reported learning size and scale most often through participating in hobbies and sports, Taiwanese teachers reported learning scale through sports and reading, and Austrian teachers most often noted that they learned about scale through travel.     

The neo-liberal education policies of epimeleia heautou: caring for the self in school markets

The paper argues that neo-liberal education policy has capitalized on a historical concern to care for the self, or the Greek epimeleia heautou. We discuss epimeleia heautou in relation to education policies that emphasize greater choice in curriculum offerings, and in relation to school choice policies more generally. Thus, a premise of our argument is that school choice policies accommodate a much greater range of selves to be cared for. The analysis examines the neo-liberal subject, homo ?conomicus, in relation to education policy that produces choices of the self and choices for its care. We conclude by discussing conceptions of the self in relation to two aporias of neo-liberal educational equality produced through ethnic-specific schools.     

Investigating expectations and experiences of audio and written assignment feedback in first-year undergraduate students

Previous research suggests that audio feedback may be an important mechanism for facilitating effective and timely assignment feedback. The present study examined expectations and experiences of audio and written feedback provided through turnitin for iPad^® from students within the same cohort and assignment. The results showed that although initially sceptical of audio compared to written feedback, there were no significant differences in students' experiences of audio and written feedback. Students' performance on the assignment was not associated with their experiences of audio feedback but first-class performing students (?>?70%) had more positive experiences of written feedback than those who received an upper second-class grade (60–69%). In general, the results imply that audio feedback provided through turnitin for iPad^® is a viable alternative to written feedback. The findings are discussed in relation to past research findings.     

An investigative assessment of the need for individual learning support for a Y9 pupil with learning difficulties and ADHD

Abstract

R, a Y9 pupil with ADHD in a residential special school, KEYW ORDS is not managing to access the curriculum owing to his distractibility ADHD; and aggressive behaviour. Efforts to help him by adjusting prescribed individual medication are unsuccessful. Evidence is collected to assess his need for support; individual support as an alternative. Data are gathered through indi-residential vidual interviews, analysis of daily staff reports, and structured behav-school ioural observation. Analysis using a combination of qualitative and quantitative approaches shows that R functions more successfully when individually supported by an adult, and suggests that the quality of his relationship with that person is also significant.     

Exploring profiles of ideal high school mathematical teaching behaviours: perceptions of in-service and pre-service teachers in Taiwan

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with pre-service teachers, in-service teachers’ perspectives were more similar to those of students.     

Study of the behaviour of the dielectric constant in Cu,Fe：BaTiO3

In this work we study the behaviour of the dielectric constant of BaTiO3 single crystals doped with Cu and Fe for different ion percentages, particularly, the influence of these hetemvalent substitutions on the ferroelectric-paraelectric phase transition whose temperature is found at Tc=120℃ for pure samples. The dielectric constant e in terms of temperature shows that the Curie temperature decreases when the quantity of impurities increases and presents a broadening and flattering of the maximum oft（T） within higher values, with the transition becoming more and more diffuse. It is interesting to have a material with very high permittivity （high-k） because of its capacity to store an important quantity of electric charges. The t anisotropy and the Curie-Weiss law are also verified with a good ratio between the slopes ofε^-l（T） from both sides of the transition, leading to a Curie constant： C= 13 × 10^4 K for BaTiO3：1.6%Fe in the polar phase. BaTiO3 is a displacive ferroelectric going through a first-order phase transition. The substitutions have an effect on the dynamics of the perovskite lattice. They induce charges transfer to Ti and a diminution of elastic forces in BaTiO3. Then we discuss the transition but on the nature of the material. fact that the maximum of permittivity does not depend on the phase     

Empirical Research on Performance Improvement

In 2002, James Klein published a study based on a content analysis of research articles in PIQ from 1997 through 2000. That study was aimed at determining how much empirical research was being reported in HPT and what the focus of that research was. Klein found that only about one third of the articles published in PIQ represented empirical research. The current study replicates Klein's research for the years of 2001 through 2005. Results indicate that there has been a significant increase in empirical research published in PIQ in the last five years with empirical research now accounting for more than one half of all PIQ articles. Further clarification of the levels of evaluation for non‐instructional interventions and the refinement of research questions in the field are suggested as ongoing needs. An analysis detailing the comparison of the two studies is provided.     

Acquiring Clinical Knowledge from an Online Video Platform: A Randomized Controlled Experiment on the Relevance of Integrating Anatomical Information and Clinical Practice

Basic subjects in medical education, such as anatomy, are often taught through teaching formats that do not always sufficiently demonstrate the relevance of this basic information for clinical practice. Accordingly, it is a recent trend in anatomy education to link anatomical information more explicitly to clinical practice. This article presents an online video platform (Tuebingen’s Sectio Chirurgica [TSC]) as one means of explicitly integrating preclinical anatomical knowledge and clinical application. The purpose of the study presented here was to examine the effects of videos through which medical students were educated about Anterior Cruciate Ligament reconstruction. A TSC video about this surgical procedure was compared to a video with a traditional lecture providing the identical information. Participants (n = 114) perceived the TSC video to be superior in comprehensibility of the presentation (P = 0.003) and conceivability of the surgical procedure (P = 0.027), and to be more entertaining (P < 0.001). Moreover, participants in the TSC condition acquired more clinical knowledge than in the lecture condition (P = 0.043) but did not differ in their acquisition of anatomical knowledge. Mediation analyses indicated that the effect on the acquisition of clinical knowledge was mediated by comprehensibility, conceivability, and entertainment. These findings are discussed regarding their implications for medical education in terms of contributing to the general trend of linking preclinical anatomical knowledge to clinical application. A discussion about the limitations of the study and suggestions for future research are also provided.     

Overexpression of the phytochrome B gene from Arabidopsis thaliana increases plant growth and yield of cotton (Gossypium hirsutum)

The phytochrome B (PHYB) gene of Arabidopsis thaliana was introduced into cotton through Agrobacterium tumefaciens. Integration and expression of PHYB gene in cotton plants were confirmed by molecular evidence. Messenger RNA (mRNA) expression in one of the transgenic lines, QCC11, was much higher than those of control and other transgenic lines. Transgenic cotton plants showed more than a two-fold increase in photosynthetic rate and more than a four-fold increase in transpiration rate and stomatal conductance. The increase in photosynthetic rate led to a 46% increase in relative growth rate and an 18% increase in net assimilation rate. Data recorded up to two generations, both in the greenhouse and in the field, revealed that overexpression of Arabidopsis thaliana PHYB gene in transgenic cotton plants resulted in an increase in the production of cotton by improving the cotton plant growth, with 35% more yield. Moreover, the presence of the Arabidopsis thaliana PHYB gene caused pleiotropic effects like semi-dwarfism, decrease in apical dominance, and increase in boll size.     

Development and Validation of the Star Properties Concept Inventory

Concept inventories (CIs)—typically multiple-choice instruments that focus on a single or small subset of closely related topics—have been used in science education for more than a decade. This paper describes the development and validation of a new CI for astronomy, the Star Properties Concept Inventory (SPCI). Questions cover the areas of stellar properties (focussing primarily on mass, temperature, luminosity, and lifetime), nuclear fusion, and star formation. Distracters were developed from known alternative conceptions and reasoning difficulties commonly held by students. The SPCI was tested through an iterative process where different testing formats (open-ended, multiple-choice?+?explain, and multiple-choice) were compared to ensure that the distracters were in fact the most common among the testing population. Content validity was established through expert reviews by 26 astronomy instructors. The SPCI Version 3 was then tested in multiple introductory undergraduate astronomy courses for non-science majors. Post-test scores (out of 23 possible) were significantly greater (M?=?11.8, SD?=?3.87) than the pre-test scores (M?=?7.09, SD?=?2.73). The low post-test score—only 51.3%—could indicate a need for changing instructional strategies on the topics of stars and star formation.     

Environmental education in action: a discursive approach to curriculum design

Why do the designers of environmental education do what they do towards the environment through education? More importantly, how do they account for their design decisions (plans and actions)? Using the theoretical and methodological framework of discourse analysis, we analyse environmental education designers' discourse in terms of the discursive resources—or interpretive repertoires—that they use to (a) make their position, (b) make their talk do work and (c) tell a story about events, situations and who they are (identity). Drawing on observations and interviews from a larger programme concerned with understanding environmentalism and environmental education, we identified five main repertoires: relevance, knowledge transferability and translatability, emotionality, expertise and empiricism. The approach provides us with a more refined characterization of the culture of environmental education curriculum design through the ways designers in the field explain their doings, and we explore the important implications for curriculum design in this field.     

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.     

The role of spatial ability in mixed reality learning with the HoloLens

The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.