‘Do not block the way of inquiry’: cultivating collective doubt through sustained deep reflective thinking.

We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance and as a result improve their ability to engage in further and more frequent DRT. Sustained intellectual progress occurs when the inquiry reaches a point whereby students can thoughtfully move between the position of disequilibrium (doubt) and equilibrium (belief) whilst understanding the impermanency of any fixed belief, which, in turn, enables reconstruction of thinking and appropriation of learning in the context of collaborative philosophical inquiry

Big dreams, small towns: tracking journalism students' changing attitudes and perceptions about journalism at two Queensland universities - year 1

This collaborative research project began in 2012 between two academics from two regional Queensland universities. In the first year, both researchers conducted a survey among incoming first year Journalism students to find out these students' background, as well as set a benchmark of their attitudes and perceptions about the university experience, their views and perceptions of the journalism profession and their aspirations. The initial research yielded a unique profile of these students who have decided on a journalism education. In 2013, the same cohort of students were resurveyed to track changes, if any, in their responses to the same questions in 2012. A Focus Group Discussion (FGD) was conducted to provide qualitative data to explain the data. In year three of the research, the cohort was once again surveyed and interviewed as they leave university. This study offers a unique longitudinal view of the development of a student into a journalist as well as track any changes in the student's attitudes and perceptions about journalism as a chosen profession

Big dreams, small towns: tracking journalism students' changing attitudes and perceptions about journalism at two Queensland universities - year 2

This collaborative research project began in 2012 between two academics from two regional Queensland universities. This is year 2 data. In the first year, both researchers conducted a survey among incoming first year Journalism students to find out these students' background, as well as set a benchmark of their attitudes and perceptions about the university experience, their views and perceptions of the journalism profession and their aspirations. The initial research yielded a unique profile of these students who have decided on a journalism education. In 2013, the same cohort of students were resurveyed to track changes, if any, in their responses to the same questions in 2012. A Focus Group Discussion (FGD) was conducted to provide qualitative data to explain the data. In year three of the research, the cohort was once again surveyed and interviewed as they leave university. This study offers a unique longitudinal view of the development of a student into a journalist as well as track any changes in the student's attitudes and perceptions about journalism as a chosen profession

Differentiation of functional networks during long-term memory retrieval in children and adolescents.

The processes that characterize the neural development of long-term memory (LTM) are largely unknown. In young adults, the degree of activation of a single large-scale memory network corresponds to the level of contextual detail involved; thus, differentiating between autobiographical, episodic, and semantic retrieval. In contrast to young adults, children and adolescents retrieve fewer contextual details, suggesting that they might not yet engage the entire memory circuitry and that this brain recruitment might lack the characteristic contextual differentiation found in adults. Twenty-one children (10-12 years of age), 20 adolescents (14-16 years of age), and 22 young adults (20-35 years of age) were assessed on a previously validated LTM retrieval task, while their brain activity was measured with functional magnetic resonance imaging. The results demonstrate that children, adolescents, and adults recruit a left-lateralized subset of the large-scale memory network, comprising semantic and language processing regions, with neither developmental group showing evidence of contextual differentiation within this network. Additionally, children and adolescents recruited occipital and parietal regions during all memory recall conditions, in contrast to adults who engaged the entire large-scale memory network, as described previously. Finally, a significant covariance between age and brain activation indicates that the reliance on occipital and parietal regions during memory retrieval decreases with age. These results suggest that both children and adolescents rely on semantic processing to retrieve long-term memories, which, we argue, may restrict the integration of contextual detail required for complex episodic and autobiographical memory retrieval

Gas-Engines for Organs

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