Cutting Space—Cutting Body: The Nature of the Grotesque in Umwelt

We give psychological elaboration to some of Rayner’s (2011) ideas. For the idea of a space and boundaries within it many psychological explanations are possible. We elaborate the boundaries as these occur in urban contexts as well as in the flow of irreversible time (between future and past). Shifting boundaries or any act of transforming them leads to changes in the understanding of the whole. Boundaries within space and between different fields—while having a physical existence—have also a symbolic component, which is specific to human beings. We reframe the dynamic concept of boundaries along the lines of Bergson’s idea of durée, which allows us conceptualize boundaries between bodies and environments, as well as boundaries in the environment, as ever transforming in spaces of ambiguity and, following Bakhtin, grotesque. This opens way for treating the boundary phenomena as functionally emerging in person-environment—or, in von Uexküll’s terms, organism-Umwelt relation. Following Heidegger, we conclude that through dynamic boundary-making we as species dwell in the world and make the world.     

From Human–Nature to Cultureplace in Education Via an Exploration of Unity and Relation in the Work of Peirce and Dewey

In outdoor education discourse the notion of relation is often employed to convey basic connections between humanity and nature as human–nature relationships, yet the sense of relation itself is rarely questioned. Drawing on the work of Peirce and Dewey, I explore the ramifications of a more nuanced understanding of relation, specifically how relation works with and within differing senses of unity. These ramifications have consequences for how we understand human–nature relationships, which I argue are better conveyed in terms of culture–place. The various forms of unity described by Peirce inform more nuanced understandings of culture–place as cultureplace, with implications for the notion of transculturality. My specific concern with outdoor education then enables me to show how cultureplace and culture–place may be considered to have relevance pedagogically, especially in relation to dealing with cultural and environmental crises.     

Lost in the Moment? An Investigation of Procrastination, Mindfulness, and Well-being

In this study, we extend previous work documenting links between procrastination, stress, and physical health by examining the potential role of mindfulness in explaining the high stress and poor health reported by procrastinators. A sample of 339 students (81% female) completed an on-line survey that included measures of trait procrastination, mindfulness, perceived stress, and perceived health. Univariate analyses revealed that procrastination was associated with low mindfulness, high stress, and poor perceived health. Structural equation modelling was used to test the role of mindfulness in explaining the links between procrastination and stress, and between procrastination and perceived health. The overall measurement model indicated a good fit to the data. Tests of the nested mediation models revealed that the effects of procrastination on stress and health were mediated by mindfulness, and bootstrapping analyses confirmed the significance of these effects. Our findings are consistent with previous research and theory on the salutatory effects of mindfulness for health and well-being and indicate that for procrastinators, low mindfulness may be a risk factor for poor emotional and physical well-being.     

Is STEM Education Portable? Country of Education and the Economic Integration of STEM Immigrants

The core question in this research asks what are the occupational and earnings consequences of place of education for immigrants with bachelor’s degrees or higher and whose highest degrees are in STEM fields compared to the native born. The focus is on immigrants with degrees in 15 countries which represent 88% of the immigration population of interest. In the analysis of the Canadian 2011 National Household Survey, STEM education is matched to three occupational outcomes: employment in STEM occupations, employment in other occupations usually requiring university bachelors’ degrees or higher, and employment in all other occupations which usually require less than university education. The Canadian-born and permanent legal residents whose highest degrees in STEM fields are from institutions in Canada, the USA, the UK, and in the case of the foreign born, France, are more likely to be employed in either STEM occupations or high-skilled occupations requiring bachelors’ degrees than are immigrants educated elsewhere; the latter are more likely to be employed in occupations that are not STEM related and usually do not require bachelor’s degrees. Immigrant disadvantages are stronger for earnings; regardless of the location of their STEM education, immigrants earn less than the Canadian born who received university degrees in Canada. However, the size of the gap varies by the country of the highest degree with the largest gaps, relative to the Canadian born and Canadian educated, observed for immigrants who are educated in countries other than Canada, the USA, the UK, and France.     

Commentary: What is the Meaning and Utility of the Psychopathy Concept?

The concept and measurement of psychopathy in young people is discussed with respect to five key issues: (1) the respective merits of self-reports and ratings by others; (2) whether callous/unemotional (CU) features may be more appropriately tapped by physiological measures; (3) the possible utility of genetic studies; (4) the distinctiveness of CU from other risk factors for antisocial behavior; and (5) the homogeneity of CU as a construct.     

Lost in Translation?

Topoi - According to neo-Russellianism, in a sentence such as John believes that Mont Blanc is 4000 m high, any other proper name co-referring with Mont Blanc can be substituted for it...     

Lost in translation? The emergence of the digital Guru Granth Sahib

ABSTRACT

This article explores the impact of the digital online environment on the religious lives of Sikhs with a particular focus on the emergence of the ‘Digital Guru’, i.e. digital versions of the Guru Granth Sahib. Using data gathered through interviews and an online survey, I examine how the ‘Digital Guru’ is impacting on the transmission of the Sikh tradition and on Sikh religious authority. I then explore some of the issues faced in engaging with the ‘Digital Guru’ and the consequences of the emergence of online translations. Given that ‘going online’ has become an everyday practice for many, this article contributes to understandings of the impact of the online environment on the religious adherents in general, and on Sikhs in particular.     

How should the History of Education be Written? Some Reflections about the Nature of the Discipline from the Perspective of the Reception of our Work

How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the nineteenth century, should be avoided at all costs. But the danger of presentism lurks around the corner as a sine qua non condition in any form of historical research. As can be found out via the comments on our own work, much of the criticism goes back to old conceptions of the discipline, conceived as historical pedagogy rather than as history of education. Apparently, in the field of pedagogy people are still convinced that the history of education, even if it does not provide edifying examples and useful lessons, must in any case have a training value for professionals – which in the light of modern, advanced research is rather a difficult idea to defend.     

Education and the Importance of Religion in Decision Making: Do Other Dimensions of Religiousness Matter?

The relationship between education and the importance of religion in everyday decision making is examined using data from two national surveys of American adults. People who have higher levels of education are less likely to rely on the Bible and the teachings of their place of worship for guidance in their decision making. However, previously undocumented contingencies attenuate the effect of education: (1) attending religious services regularly; (2) involvement in religious activities; (3) praying more frequently; (4) believing in the literal interpretation of the Bible; and (5) greater certainty in one's personal faith. These patterns hold net of income, which is also negatively associated with religious‐based decision making—and only the socially integrative aspects of religiousness attenuate that association.     

What Is the Role of Quaker Education in a Time of Terror?

Abstract

This article presents not only the distinctive pedagogical philosophy of Quaker education, but discusses the special relevance of Friends values and educational methods in a time when America is at war. The article also includes a listing of print resources on Quaker values and education.     

What is the Role of the Arts in Medical Education and Patient Care? A Survey-based Qualitative Study

To inform medical education reform efforts, we systematically collected information on the level of arts and humanities engagement in our medical school community. Attitudes regarding incorporating arts and humanities-based teaching methods into medical education and patient care were also assessed. An IRB-approved survey was electronically distributed to all faculty, residents, fellows, and students at our medical school. Questions focused on personal practice of the arts and/or humanities, as well as perceptions of, and experience with formally incorporating these into medical teaching. Of 13,512 community members surveyed, 2,775 responded (21% overall response rate). A majority of respondents agreed or strongly agreed that medical education and patient care could be "enhanced" by the integration of the arts (67% and 74% respectively). There was enthusiastic support for the creation of a formal program in the arts at our medical school (72 %). Integration of the arts into medical education may have a role in improving the quality of medical training and would likely be well received by teachers and learners.     

Where's the Action? Understanding What Works and Why in Relationship Education

The field of couples relationship education has come to a critical junction. We have generally demonstrated that our interventions work (at least in the short run) but to what extent have we shown that the skills and processes we teach are in fact responsible for the success of the intervention? In this paper we review progress made in understanding mechanisms of change in relationship education, explore limitations of this body of research, explicate the barriers that interfere with progress in understanding mechanisms of change in intervention research, and present recommendations on how to proceed from here. Although our goal in this paper is to focus more on issues in the field rather than to present a comprehensive review of the literature, we provide overarching research summaries to illustrate some of our points. We conclude with offering recommendations for the next generation of research in the couples relationship education field.     

Harder Won and Easier Lost? Testing the Double Standard in Gender Rules in 62 Countries

Sex Roles - There is a longstanding tradition in the Netherlands to announce the birth of a child by sending out birth announcement cards to friends and family. These cards provide a glimpse of the...     

Gender Education and the Transformation of Calvinism in the Netherlands, 1870‐1970

Examining from a gender perspective religious education within a prominent branch of Dutch Protestantism, this article investigates the interplay between oppressive and emancipating educational forces. The so‐called Neo‐Calvinists‐‐progressively minded, yet orthodox‐‐sought successfully to update traditional Calvinism and keep it abreast with modern developments from circa 1870 onwards, notably by reforming school, family and youth culture. Notwithstanding Calvinism being traditionally sexist biased, the role of women and girls was becoming more important. Firstly, the article sketches both the influence of Calvinism in the history of the Netherlands and Dutch ‘pillarized’ culture and society between 1880 and 1970, Neo‐Calvinism being one of the main ‘pillars’ within this religiously compartmentalized society. Secondly, it focuses on Neo‐Calvinist gender education and its paradoxical effects.     

Two Notions of Freedom in Classical Chinese Thought: The Concept of Hua �� in the Zhuangzi and the Xunzi

This essay is an attempt to sketch out two contrasting notions of freedom in the Zhuangzi and the Xunzi. I argue that to understand the classical Chinese formulations of freedom we should look at the concept of hua 化 (transformation or to transform). It is a kind of freedom that highlights the moral and/or spiritual transformation of the self and its entailments on the connection between the self and various domains of relationality. The Zhuangzian hua is the transformation of the self in such a way that the self becomes supremely attuned to the complexity of the world and can thus navigate various domains of relationality with extraordinary grace, ease, and efficacy. The Xunzian hua is the transformation of the self so that the self can extend its relationality to include the entire world and transform it from a raw and uncouth world to a civilized one through ritual practices.     

Are the Laws of Quantum Logic Laws of Nature?

The main goal of quantum logic is the bottom-up reconstruction of quantum mechanics in Hilbert space. Here we discuss the question whether quantum logic is an empirical structure or a priori valid. There are good reasons for both possibilities. First, with respect to the possibility of a rational reconstruction of quantum mechanics, quantum logic follows a priori from quantum ontology and can thus not be considered as a law of nature. Second, since quantum logic allows for a reconstruction of quantum mechanics, self-referential consistency requires that the empirical content of quantum mechanics must be compatible with the presupposed quantum ontology. Hence, quantum ontology contains empirical components that are also contained in quantum logic. Consequently, in this sense quantum logic is also a law of nature.     

Sexual Nature? (Re)presenting Sexuality and Science in the Museum

The past 15 years have seen dramatic changes in social norms around sex and sexuality in the UK and worldwide. In 2011, the London Natural History Museum (NHM) contributed to these debates by opening the temporary exhibition Sexual Nature, which aimed to provide ‘a candid exploration of sex in the natural world’ whilst also drawing in an under-represented audience of young adults. Sexual Nature provides an opportunity to explore Macdonald's ‘politics of display’ in the mutual construction of (public) scientific knowledge, society and sexuality, at a time of intense contestation over sexual norms. Whilst Sexual Nature both reflected and contributed to major reframings of sexuality and what science can say about it, the assumption that it would be possible to present this topic as morally neutral, reliable and uncontested, in line with traditions of public science, proved to be problematic. The language of the exhibition moved back and forth between human/animal similarity and difference, and between scientific and cultural tropes as the NHM tried to maintain epistemic authority whilst also negotiating the moral boundaries of acceptable sexual behaviour. The topic of sex pushed the museum far beyond its usual expertise in the natural sciences towards the unfamiliar territory of the social and human, resulting in an ad hoc search for, and negotiation with, alternative sources of expertise. Boon et al.’s co-curation approach to exhibition building has the potential to extend the NHM's audience-driven strategy, whilst also producing a more coherent and nuanced exhibition about the science of sex.