Code and Habitus: comparing the accounts of Bernstein and Bourdieu

This paper compares Bourdieu's notion of habitus with Bernstein's concept of code in an attempt to show how the apparent similarities mask more deeply seated differences in the way the concepts are conceived and used. We argue that Bernstein is following an essentially structuralist agenda of the kind that Bourdieu has set himself against. To this end, Bourdieu seeks to overcome the rigidities of ‘rules’ (which lie at the heart of the idea of Bernstein's code), with the more flexible notion of ‘strategy’ which incorporates the idea that structure and agency are implicit in each other rather than being dichotomous entities.     

Diagnostic, expanatory, and detection models of Munchausen by proxy: extrapolations from malingering and deception

OBJECTIVE: The overriding objective is a critical examination of Munchausen syndrome by proxy (MSBP) and its closely-related alternative, factitious disorder by proxy (FDBP). Beyond issues of diagnostic validity, assessment methods and potential detection strategies are explored. METHODS: A painstaking analysis was conducted of the MSBP and FDBP literature as it relates diagnostic and assessment issues. Given the limitations of this literature, extrapolations were provided from the extensive theory and research on malingering as a related response style. RESULTS: Diagnostic formulations for both MSBP and FDBP de-emphasize the clinical characteristics of the perpetrator. In the case of FDBP, inferential judgments about motivation (e.g., adoption of a sick role) are challenging on conceptual and clinical grounds. When explanatory models from malingering are applied, most research has focused pathogenic models, often allied with psychodynamic thought. Finally, clinical methods for the assessment of MSBP and FDBP are not well developed. CONCLUSIONS: Refinements in the conceptualization of MSBP and FDBP can be provided through prototypical analysis. Drawing from malingering research, explanatory models should be expanded to include adaptational and criminological models. Finally, detection strategies for MSBP and FDBP must be formally operationalized and rigorously validated.     

STEM education: A tale of two paradigms

Higher education in science, technology, engineering, and mathematics (STEM) disciplines has been in a turbulent period for several decades. Pressures for reform include declining STEM student enrollments, high attrition rates from STEM curricula, and the rise of powerful alternative teaching strategies shown by cognitive science and educational research to promote learning and curricular retention better than traditional teaching methods do. In addition, research has shown that online and face‐to‐face courses on average produce comparable learning outcomes, and hybrid courses that combine the best features of both are more effective than either face‐to‐face or online courses by themselves. Motivated by these and other pressures, many faculty members have adopted the new teaching methods, and distance education had become widespread well before the 2020 coronavirus pandemic forced most educators at all levels to teach online. As might be expected, however, many faculty members and administrators have resisted change, arguing that the traditional approach has always worked well and needs no major revision. Before the pandemic, most STEM courses were still being taught using the traditional methods, and many course instructors are eager to return to them. These different responses to calls for education reform have led to heated debates among university instructors and administrators regarding how STEM curricula and courses should be designed, delivered, and assessed, and the role technology should play in all three functions. This essay outlines two competing paradigms on each of these issues—the traditional paradigm, which has long dominated STEM education, and the emerging paradigm, which has become increasingly common in the last 30 years but is still not predominant at most universities and colleges. The essay concludes with speculation about the eventual outcome of the competition.     

Politics and Interests in the Republic of Science

The institutions of science arecomposed of communities with conflicting andoverlapping interests. In the United States,the internal governance of science resemblesthe structure of republican government,particularly in its fragmentation,representation, and extension. This articlecalls upon Michael Polanyi's metaphor of a`Republic of Science' in the context ofAmerican history and political theory, toexamine the ways in which these interests arerepresented. Using the metaphor obliges us toask about rules of citizenship in the`Republic', and to determine whether those whopay for science should also be represented inits institutions.     

Vicarious learning from dialogue and discourse

This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations.     

Acrylic emulsion paint films: The effect of solution pH,conductivity, and ionic strength on film swelling and surfactant removal

To date, a limited number of aqueous conditions have been tested experimentally as potential cleaning reagents on modern acrylic paint films. Those assessed have tended to extract measurable quantities of paint film components and distort the paint films physically. In this paper the results of a series of experiments designed to examine pH, conductivity, and specific ion effects of potential aqueous cleaning solutions on a series of commercial acrylic paints are reported. A three-dimensional microscopic technique was used to characterize the physical (volume and surface roughness) changes and liquid chromatography-tandem mass spectrometry was used to characterize the chemical (extracted surfactant) changes following paint film exposure to the aqueous solution. The tested paint films in this study clearly exhibit an isotonic point below which swelling and extraction is significant, and above which the swelling and extraction is diminished. Manipulation of conductivity and the ionic species in solution can reduce both the physical film changes and surfactant extraction from acrylic paint films; while pH appears to be of limited use in controlling aqueous cleaning effects. Moreover, there seems to be a specific ion effect for both swelling and de-swelling in acrylic paint films that can be rationalized through the Hofmeister Series.     

Reconsidering the Character and Role of Inquiry in School Science: Analysis of a Conference

We summarize a conference on scientific inquiry bringing together science educators, cognitive scientists and philosophers of science with three goals: