Scapegoat: John Dewey and the character education crisis

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education

Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.<br /

Precision Measurement of the 29Si, 33S, and 36Cl Binding Energies

The binding energies of 29Si, 33S, and 36Cl have been measured with a relative uncertainty $< 0.59 \times 10^{-6}$ using a flat-crystal spectrometer. The unique features of these measurements are 1) nearly perfect crystals whose lattice spacing is known in meters, 2) a highly precise angle scale that is derived from first principles, and 3) a gamma-ray measurement facility that is coupled to a high flux reactor with near-core source capability. The binding energy is obtained by measuring all gamma-rays in a cascade scheme connecting the capture and ground states. The measurements require the extension of precision flat-crystal diffraction techniques to the 5 to 6 MeV energy region, a significant precision measurement challenge. The binding energies determined from these gamma-ray measurements are consistent with recent highly accurate atomic mass measurements within a relative uncertainty of $4.3 \times 10^{-7}$. The gamma-ray measurement uncertainties are the dominant contributors to the uncertainty of this consistency test. The measured gamma-ray energies are in agreement with earlier precision gamma-ray measurements.Comment: 13 pages, 4 figure

Learning physics in context: a study of student learning about electricity and magnetism

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analyzed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyze environments which support student learning in the sciencesComment: 36 pages, 4 Figure

The intersection between cell wall disassembly, ripening, and fruit susceptibility to Botrytis cinerea

Fruit ripening is characterized by processes that modify texture and flavor but also by a dramatic increase in susceptibility to necrotrophic pathogens, such as Botrytis cinerea. Disassembly of the major structural polysaccharides of the cell wall (CW) is a significant process associated with ripening and contributes to fruit softening. In tomato, polygalacturonase (PG) and expansin (Exp) are among the CW proteins that cooperatively participate in ripening-associated CW disassembly. To determine whether endogenous CW disassembly influences the ripening-regulated increase in necrotropic pathogen susceptibility, B. cinerea susceptibility was assessed in transgenic fruit with suppressed polygalacturonase (LePG) and expansin (LeExp1) expression. Suppression of either LePG or LeExp1 alone did not reduce susceptibility but simultaneous suppression of both dramatically reduced the susceptibility of ripening fruit to B. cinerea, as measured by fungal biomass accumulation and by macerating lesion development. These results demonstrate that altering endogenous plant CW disassembly during ripening influences the course of infection by B. cinerea, perhaps by changing the structure or the accessibility of CW substrates to pathogen CW-degrading enzymes. Recognition of the role of ripening-associated CW metabolism in postharvest pathogen susceptibility may be useful in the design and development of strategies to limit pathogen losses during fruit storage, handling, and distribution.Centro de Investigación y Desarrollo en Criotecnología de Alimento

“I don’t get it”, – the challenge of teaching reflective practice to health and care practitioners

Reflective practice is regarded as a fundamental learning tool that encourages the synthesis of theory and skills in healthcare and written reflective accounts feature heavily in the assessment of skills and development in practice. It is, however, a challenging method of teaching and learning for both students and educators and the reflective accounts produced are often superficial descriptions of events rather than evidence of ‘reflection in action’. Revisiting writers such as Dewey, Rogers, and Schön, I present my own reflective account of teaching health-care students to develop reflective thinking and writing and finding ways of using mindfulness and sensory experience to bring reflection-in-action into the classroom. I conclude by suggesting that, as an educator, I have a responsibility to encourage and value subjective experience as evidence of learning

High Resolution X-Ray Spectra of Capella: Initial Results from the Chandra High Energy Transmission Grating Spectrometer

High resolution spectra of the active binary Capella (G8 III + G1 III) covering the energy range 0.4-8.0 keV (1.5-30 Angstroms) show a large number of emission lines, demonstrating the performance of the HETGS. A preliminary application of plasma diagnostics provides information on coronal temperatures and densities. Lines arising from different elements in a range of ionization states indicate that Capella has plasma with a broad range of temperatures, from log T = 6.3 to 7.2, generally consistent with recent results from observations with the Extreme Ultraviolet Explorer (EUVE) and the Advanced Satellite for Cosmology and Astrophysics (ASCA). The electron density is determined from He-like O VII lines, giving the value N_e=10^10 cm^-3 at T_e=2*10^6 K; He-like lines formed at higher temperatures give only upper limits to the electron density. The density and emission measure from O VII lines together indicate that the coronal loops are significantly smaller than the stellar radius.Comment: 9 pages, 3 figures (1 color) accepted for ApJ