Confronting the Dark Side of Higher Education

In this paper we philosophically explore the notion of darkness within higher education teaching and learning. Within the present‐day discourse of how to make visible and to explicate teaching and learning strategies through alignment procedures and evidence‐based intellectual leadership, we argue that dark spots and blind angles grow too. As we struggle to make visible and to evaluate, assess, manage and organise higher education, the darkness of the institution actually expands. We use the term ‘dark’ to comprehend challenges, situations, reactions, aims and goals, which cannot easily be understood and solved by agendas of quality assurance and professionalisation of higher education. We need to understand better why gender issues or ethnic conflicts emerge, and why students take up arms, within an institution which is thought to be inclusive, inviting and open to all kinds of people and cultures. And we need to study the educational potential of days of boredom or isolation, caught up in daily routines of teaching or studying which do not lead anywhere or give way to any productive work. These matters have not been sufficiently researched and conceptualised as meaningful in themselves. We aim here to open a space for insights through the concept of darkness presented in this paper. In order to make educational darkness palpable we draw on the philosophies of darkness found in the work of Friedrich Nietzsche and Emmanuel Levinas. Through those philosophies we argue that the growing darkness within higher education is not a symptom we should fear and avoid. Having the ability and courage to face these darker educational aspects of everyday higher education practice will enable students and teachers to find renewed hope in the university as an institution for personal as well as professional imagination and growth.     

Task-oriented reading of multiple documents: online comprehension processes and offline products

We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.     

Neurodevelopmental Effects of Early Deprivation in Postinstitutionalized Children

The neurodevelopmental sequelae of early deprivation were examined by testing ( N  =   132) 8- and 9-year-old children who had endured prolonged versus brief institutionalized rearing or rearing in the natal family. Behavioral tasks included measures that permit inferences about underlying neural circuitry. Children raised in institutionalized settings showed neuropsychological deficits on tests of visual memory and attention, as well as visually mediated learning and inhibitory control. Yet, these children performed at developmentally appropriate levels on similar tests where auditory processing was also involved and on tests assessing executive processes such as rule acquisition and planning. These findings suggest that specific aspects of brain-behavioral circuitry may be particularly vulnerable to postnatal experience.     

Technique analysis in elite athletes using principal component analysis

The aim of this study was to advance current movement analysis methodology to enable a technique analysis in sports facilitating (1) concurrent comparison of the techniques between several athletes; (2) identification of potentially beneficial technique modifications and (3) a visual representation of the findings for feedback to the athletes. Six elite cross-country skiers, three world cup winners and three national elite, roller ski skated using the V2 technique on a treadmill while their movement patterns were recorded using 41 reflective markers. A principal component analysis performed on the marker positions resulted in multi-segmental “principal” movement components (PMs). A novel normalisation facilitated comparability of the PMs between athletes. Additionally, centre of mass (COM) trajectories were modelled. We found correlations between the athletes’ performance levels (judged from race points) and specific features in the PMs and in the COM trajectories. Plausible links between COM trajectories and PMs were observed, suggesting that better performing skiers exhibited a different, possibly more efficient use of their body mass for propulsion. The analysis presented in the current study revealed specific technique features that appeared to relate to the skiers’ performance levels. How changing these features would affect an individual athlete’s technique was visualised with animated stick figures.