Conditions for learning: partnerships for engaging secondary pupils with contemporary art

This article examines the findings of the London Cluster research, 'Critical Minds', in which the Institute of Education, University of London (IoE) worked in collaboration with Whitechapel Chapel Art Gallery (the lead London gallery), Bow Arts, Chisenhale Gallery and Space -The Triangle, and four east London comprehensive schools. By collaborating with art departments and by focusing on learning within the gallery context, the research team questioned whether the perceived constraints of traditional art and design pedagogy can be overcome by changing the conditions in which learning takes place. The following analysis focuses on these conditions as outlined in the research report's recommendations. © 2007 NSEAD/Blackwell Publishing Ltd

Innovative collaborative design in international interaction design summer schools

[About the book]: Design is changing, and to educate the next generation of designers, these changes need to be addressed. In light of the growing role research and interdisciplinary collaboration play in contemporary design performance, Design Integrations calls for an innovative shake up in design education. Poggenpohl asserts that design research is developed through a typology within academic and business contexts, and follows different research theories and strategies. Such issues in design collaboration are explored in-depth, with essays on an inter-institutional academic project, cross-cultural learning experiences, and a multi-national healthcare project, demonstrating the importance of shared values, interdisciplinary negotiated process and clear communication for tomorrow’s designers

Skilful Coping with Unorder: Educating 21st Century Arts Leadership

This paper firstly addresses why innovative learning approaches are needed for 21st century leadership education in the arts and cultural sector, then moves on to a case study of how such approaches are being implemented in practice, in the Boosting Resilience project. The approaches taken here are characterised as involving a multi-disciplinary consortium of delivery partners; the use of constructivist pedagogy that draws on arts-based methods of delivery; a participatory and agile learning design process; and the incorporation of on-going evaluation activities, that are woven in to the process of design. The paper concludes with some discussion regarding the potential generalisability of approaches such as those employed on the Boosting Resilience project to arts and cultural leadership education more broadly

Into the future : inspiring and stimulating users\u27 creativity

This paper proposes a new approach to engaging and stimulating users in the requirements analysis process when developing a new information system &ndash; an ICT innovation for business. The approach is based on a synthesis of a constructivist learning theory and a creativity education theory. In contrast to previous approaches in which the systems analyst elicits requirements from the user, in the proposed approach, the user is engaged and stimulated to become a proactive and creative learner in the process of identifying and discovering their business problem as well as exploring opportunities to apply ICT innovations to solve the problem.Two experiential digital simulations are described as a proof of concept to demonstrate the proposed approach a learning environment. Learning from the case study suggests that both systems analyst and business users can be stimulated to be active learners in their discovery of problem, creative ideas and problem solutions in requirements elicitation and discovery.<br /

The style of the present: Karel Teige on constructivism and poetism

In this essay the Czech avant-gardist Karel Teige's dual program of Constructivism/Poetism is interrogated in the context of his own claim that architectural historicism was degraded by the rupture into a duality of structure and ornament. This inability to escape the terms of his own critique is shown to be the result of Teige's articulation of avant-garde culture as the embodiment of the historical identity or style of the present. (c) 2005 The Regents of the University of California. All rights reserved

Dimensions of professional competences for interventions towards sustainability

This paper investigates sustainability competences through the eyes of professional practitioners in the field of sustainability and presents empirical data that have been created using an action research approach. The design of the study consists of two workshops, in which professional practitioners in interaction with each other and the facilitators are invited to explore and reflect on the specific knowledge, skills, attitudes and behaviours necessary to conduct change processes successfully towards sustainability in a variety of business and professional contexts. The research focuses on the competences associated with these change processes to devise, propose and conduct appropriate interventions that address sustainability issues. Labelled ‘intervention competence’, this ability comprises an interlocking set of knowledge, skills, attitudes and behaviours that include: appreciating the importance of (trying to) reaching decisions or interventions; being able to learn from lived experience of practice and to connect such learning to one’s own scientific knowledge; being able to engage in political-strategic thinking, deliberations and actions, related to different perspectives; the ability for showing goal-oriented, adequate action; adopting and communicating ethical practices during the intervention process; being able to cope with the degree of complexity, and finally being able to translate stakeholder diversity into collectively produced interventions (actions) towards sustainability. Moreover, this competence has to be practised in contexts of competing values, non-technical interests and power relations. The article concludes with recommendations for future research and practice

How am I bringing an educationally entrepreneurial spirit into higher education?

The originality of my research lies in clarifying and explaining what it means for me to have an educational entrepreneurial spirit and the values I hold that demonstrate this spirit in an explanation of educational influence in learning. This explanation includes a responsibility for students and acknowledging my values of passion and care (‘love’ of what I do), safety, creativity and excellence within my practice. The unit of appraisal in a living theory methodology is the explanation of the influence in my own learning, the learning of others and in the learning of social formations. The methodological inventiveness, particular to the Living Educational Theory methodology, has afforded me an opportunity to express who I really am; body, mind and spirit. I use multimodal forms to communicate and express of the nature of the knowledge that I am generating. I can now claim that my values have become living standards of judgement. Music plays an integral part of my life and has been a source of enjoyment and inspiration for me over the years. I have shown its importance by embedding it within my doctoral research to express and represent the meaning of emotion. I explain the importance of addressing emotion in education and the merits of reflecting on our experiences in order to become more educationally entrepreneurial, by taking risks, awakening our creativity and bringing ideas into action. Within these safe educational spaces I connect the head with the heart, marry the ‘sense and soul’ (Wilber, 1988) to combine a constructivist, behaviourist, cognitive pedagogical approach that avoids a fragmented learning experience as I inspire others to bring their ideas to fruition

Laying Claim to Authenticity: Five Anthropological Dilemmas

The introduction to this special collection examines five dilemmas about the use of the concept of authenticity in anthropological analysis. These relate to 1) the expectation of a singular authenticity “deep” in oneself or beyond the surface of social reality, 2) the contradictions emerging from the opposition of authenticity with inauthenticity, 3) the irony of the notion of invention of tradition (which deconstructs, but also offends), 4) the criteria involved in the authentication of the age of objects (with a consideration of their materiality), and 5) authenticity’s simultaneity, its contemporaneous multiple conceptualizations in context. I argue for a perspective on the study of authenticity that acknowledges the simultaneous co-existence of more than one parallel manifestation of authenticity in any given negotiation of the authentic

Sinking, Swimming, or just treading water. : The Olympic Legacy for London 2012- 4 Years on. Has it made a difference? Pupil Voice and an an analysis of Swimming Provision.

Barry Costas, 'Sinking, Swimming or just Treading Water. The Olympic Legacy from London 2012 – 4 Years On. Has it made any difference? Pupil Voice and an Analysis of Swimming Provision', Athens Journal of Sports, Vol. 4(1): 35-52, March 2017. This is an Open Access article, available online at: https://www.athensjournals.gr/ajspo/past/v4i1.In what has become an issue of great concern to teachers (and parents) over the last 25 years, many children have been identified as not being able to swim at all, yet the National Curriculum in England states that all children must be able to swim at least 25metres by the age of 10 and 11years old.Peer reviewedFinal Published versio