Enchanted Modernity,Anglicanism and the Occult in Early Twentieth-Century Oxford: Annie Moberly,Eleanor Jourdain and their ‘Adventure’

In August 1901, two respectable, unmarried Edwardian ladies travelled backwards in time. On a sightseeing trip to the Court of Versailles, Annie Moberly and Eleanor Jourdain were transported back to 1792 where they encountered the soon-to-be-executed Queen Marie Antoinette. In 1911 they recounted their experiences in An Adventure, a book that was widely reviewed and ran to many editions. Throughout these episodes and their telling Moberly and Jourdain held the positions of Principal and Vice Principal of St Hugh’s Hall, one of Oxford’s newly established colleges for women. Later historians and members of St Hugh’s tended to dismiss them as ‘potty’ or attempted to protect their reputations as pioneers of women’s education from (what was subsequently perceived to be) the embarrassment of An Adventure. This article revisits Moberly and Jourdain’s “Adventure”, historicising rather than pathologising or seeking to explain it away. Alongside the sceptical responses, there were many who believed Moberly and Jourdain, and the two women did not lose social or professional standing as a result of telling their story. In trying to understand why this should have been the case, the article draws upon two bodies of recent scholarship. Firstly, it examines An Adventure in light of work that has rejected older formulations of modernity as necessarily ‘disenchanted’, and instead argues for the blurring of boundaries between occult and scientific discourses. In many ways, the case of An Adventure exemplifies and furthers this thesis, showing how it was possible for two educated, professional, “modern” women to believe they had entered into “an act of memory” by Marie Antoinette that transported them backwards in time. Yet, while most scholarship interested in the relationship between modernity and enchantment focuses on the relationship between science and heterodox/occult religions, An Adventure brings another element to the discussion: orthodox Christianity, and the Anglican Church in particular. Moberly and Jourdain came from clerical families and were devout adherents of the Church of England. Their “Adventure” also, therefore, speaks to recent histories of Christianity in modern Britain, which have argued against an overly polarised and oppositional understanding of the relationship between Christianity and the occult, or Christianity and secular science, pointing to the churches’ capacity for adaptation and incorporation. The article traces the reception of An Adventure as a way to explore further the basis upon which such claims could be both made and judged as credible in a rapidly modernising early twentieth-century Oxford. While highlighting the interconnections between the occult, Anglicanism and secular/scientific scholarship, the article argues that people at the time nevertheless carefully policed the boundaries of “legitimate” and “illegitimate” belief systems, a process informed by both gender and class.     

Scientific Caricatures in the Earth Science Classroom: An Alternative Assessment for Meaningful Science Learning

Archive-based, historical research of materials produced during the Golden Age of Geology (1788–1840) uncovered scientific caricatures (SCs) which may serve as a unique form of knowledge representation for students today. SCs played important roles in the past, stimulating critical inquiry among early geologists and fueling debates that addressed key theoretical issues. When historical SCs were utilized in a large-enrollment college Earth History course, student response was positive. Therefore, we offered SCs as an optional assessment tool. Paired t-tests that compared individual students’ performances with the SC option, as well as without the SC option, showed a significant positive difference favoring scientific caricatures (α = 0.05). Content analysis of anonymous student survey responses revealed three consistent findings: (a) students enjoyed expressing science content correctly but creatively through SCs, (b) development of SCs required deeper knowledge integration and understanding of the content than conventional test items, and (c) students appreciated having SC item options on their examinations, whether or not they took advantage of them. We think that incorporation of SCs during assessment may effectively expand the variety of methods for probing understanding, thereby increasing the mode validity of current geoscience tests.     

Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom

Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc.     

Preparing students for future learning with Teachable Agents

One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.     

Preparing teachers for inclusive classrooms

Effective teaching skills consist of high levels of student engagement based on good classroom and time management skills; the ability to scaffold learning that is adapted to students' current levels of understanding; cognitively engaging students in higher-order thinking; and encouraging and supporting success. The research reported here suggests that in elementary classrooms, effective teaching skills are effective for all students, both with and without special education needs.     

Revolutions in evolutionary thought: Darwin and after

Darwin is as much a household name today as he was a century and a half ago. Phrases such as Universal Darwinism, Social Darwinism, The New Science of Darwinian Medicine, Darwin Machines, Darwin’s Dangerous Idea, The Universal Acid of Darwinism, Neo-Darwinism, Darwin is Dead — Long Live Darwin …. are in common usage today. Darwin stands out as a colossus — a giant among giants. A progression of great thinkers led to Darwin. Who were these revolutionaries and what are the frontiers of modern evolutionary thought? Some of these questions are addressed in this article.