Engaging Intelligence

Intelligence should not be considered merely a trait of individuals. Rather, intelligence is best conceived of as the product of a dynamic process involving individual competences and the values and opportunities afforded by society. In America today, the conception of intelligence, and concomitant forms of schooling and assessment, ought to be modified to enable young individuals to assume meaningful adult roles in society. Formal schooling ought to be complemented by apprenticeships in the community, and assessment should be refashioned to take into account a far wider range of competences. Finally, assessment vehicles ought to provide information that helps individuals to enhance their cognitive competences in authentic domains of knowledge.     

The Role of Policing Education in College Student Satisfaction with Police

While we know a great deal about how justice education may benefit those who work in the justice system, studies have yet to examine the potential impact of justice education among college student citizens more generally. We investigate the impact of police-related courses on students’ satisfaction with police officers. Specifically, we examine how the number of policing courses taken is related to perceptions of officer fairness and reported police satisfaction and whether these relationships vary across race. Analyses indicate that race is an important influence on the relationship between policing education and perceptions of fairness. Among white students, education was unrelated to perceptions of procedural justice in encounters with police. In contrast, policing education was a significant predictor of procedural justice perceptions for African-American males. Among African-American males, students who had completed more police-related education were less likely to report that they had been treated fairly during police encounters. We also find racial variation in the relationship between procedural justice and police satisfaction.     

The Great Teacher is a Creative Individual

Paradoxes of Education in a Republic By Eva Brann The University of Chicago Press, 1979,172 pages, $12.95. Reviewed by Perry C. Mason.

Group Memory: A Guide to College and Student Survival in the 1980s By Alston Chase Boston: Little, Brown, xviii + 330 pages, $12.95 Reviewed by Robert L. Spaeth.

Paradigms Lost: Reflections on Literacy and Its Decline By John Simon New York: Clarkson N. Potter, 1980, 222 pages, index, $12.95. Reviewed by Carol A. Martin.     

Haraway's ‘bag lady story-telling’: relocating childhood and learning within a ‘post-human landscape’

In this article, we explore some alternate ways of approaching childhood and learning by taking three short forays into what Donna Haraway calls a ‘post-human landscape’. This exploration takes us beyond the horizons of orthodox educational approaches, in which the individual child is typically seen to be developing and learning within his/her (exclusively human) sociocultural context. The post-human landscape relocates childhood within a world that is much bigger than us (humans) and about more than our (human) concerns. It allows us to reconsider the ways in which children are both constituted by and learn within this more-than-human world. Adopting Haraway's feminist narrative strategy, we offer three very different ‘bag lady’ stories that consider the ethics and politics of child/non-human animal cross-species encounters. Each of these stories gestures towards the ways in which we can learn to live with ‘companion species’ rather than only ever learn about them.     

Movement and Resistance: (Tattooed) Bodies and Performance

This essay is a genealogy of the performances of extensively tattooed individuals in tattoo contests held at tattoo conventions. It focuses on how the body in performance cites historical discourses and how that citation is necessary for both resistant and recuperative effects. I argue that the force of the normalizing discourse of class to contain and dictate the meaning of the (tattooed) body is challenged through actual and immanent movement. I conclude by emphasizing the resistant potential that is always immanent in the body by showing how the explicitly tattooed body's actions overflow and subsequently dismantle the logic of class normalization even as they resist and recuperate it.     

Peers and Spheres of Influence: Situating Rob Kling

In this article we employ a number of bibliometric techniques to capture Rob Kling's intellectual impact and influences over the course of his varied career. We analyze his many publications in terms of type, topic, impact, and rate of co-authorship. We provide a detailed deconstruction of his citation identity (all those scholars whom he cited) and also his citation image makers (all those scholars who cited his work). In addition, we analyze acknowledgment data to gain deeper insights into the sociocognitive networks that sustained, and were sustained by Kling throughout his career.     

E-Rogenous Zones: Positioning Pornography in the Digital Economy

Electronic commerce offers immense opportunities to the producers of pornographic products and services. Although this sector generates significant revenues, it is almost invisible in academic literature on the information society and the digital economy, where it is both little discussed and undertheorized. We suggest that a social shaping of technology framework may help explain current moves by stakeholders in the industry to achieve legitimacy, and that this approach may assist future analyses of commercial dynamics in the online pornography sector.     

Including Inquiry-Based Learning in a Flipped Class

Abstract

Flipped classrooms and inquiry-based learning (IBL) have each become popular in their own right, leading to a natural question: Why not combine these two great ideas? Although flipping a class usually involves students reading or watching videos before class, and IBL focuses on allowing and encouraging students to develop material on their own, both styles emphasize active learning and critical thinking through activities such as group work and presentations while minimizing lectures. In this article, I discuss ways that the two teaching styles can complement each other and be implemented concurrently, with some examples from my flipped calculus II course. Throughout this discussion the focus remains on ways to keep students engaged and how to instill deep content knowledge.