Lacan and Badiou: logic of the pas-tout

The fact that statements about "nothing" are, or are always equivalent to, a universal statement raises the question of a non-universalizable, non-completable nothing. Lacan’s pas-tout is an attempt to logically capture this incompleteness that can never be completed. While the pas-tout is relevant to the field of sexuation, its logic can be considered independent of it. This logic is, of course, a "deviant" logic, and for this reason raises questions about how it is to be interpreted. Alain Badiou criticizes Lacan for adopting a pre-Cantorian attitude towards the infinite and for advocating the strictures of intuitionism. I argue that Lacan is not an intuitionist but a constructivist about mathematics. I also consider Jacques-Alain Miller’s suggestion that Lacan’s pastout can be considered a variant of the Aristotelian negative particular statement, "Not all As are B" or "Not every A is B"

Moving the andragogy of teacher educators forward: the potential and challenges of Problem-based Learning in Teacher Education

Objectives To explore the benefits of Problem-based Learning (PBL) for pre-service trainee teachers, as a preparation for teaching in the primary school. Methods A case study at one centre of teacher education in Wales is reported, using a pragmatic, mixed methods approach. The research tools used included semi-structured interviews, questionnaires, and analysis of video-recorded group meetings and module marks. Results Two hundred and eighty students (160 postgraduate and 120 undergraduate) responded to the questionnaire. Almost all report PBL to be highly motivating, engaging and relevant to teacher training. PBL modules had higher average marks for both postgraduate and undergraduate students than non-PBL modules. Interviews and video analysis with a focused group of fourteen students reveal perceived learning gains in applying theoretical knowledge to real-life problems, understanding multiple viewpoints and challenging assumptions. The greatest perceived challenges were self-directed research and time management. Conclusion Current discourse around the quality of initial teacher education in the UK focuses on institutional structures, location of training and leadership. We argue that PBL, and the quality of andragogy generally among teacher educators, should feature more strongly in these discussions. Keywords: teacher education, higher education, problem-based learning, Wale

Rethinking student teachers' professional learning in Wales: Promoting reflection-in-action

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence‐informed profession as part of ongoing major education system‐level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research‐informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's (1975) ‘essential principles’ of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in‐the‐moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that ‘it is teachers who, in the end, will change the world of the school by understanding it’. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system‐level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions

An International Survey of Animals in Schools: Exploring What Sorts of Schools Involve What Sorts of Animals, and Educators’ Rationales for These Practices

Over recent decades, the use of animal-assisted interventions (AAIs) in educational settings has attracted growing international interest both among educators and the research community. However, there has been little comparative analysis of the demographics of participants and the rationale behind such practices. The aim of this paper is to address this. An anonymous online questionnaire was distributed via social media and other networks. Quanti-tative and qualitative data were collected from 610 participants across 23 countries, mostly from the United Kingdom and North America. In total, 315 (51.6%) participants reported involving animals in their settings. The results show that although animals featured from preschool to adult education contexts, the primary school years (5–11) accounted for 60% of responses. More than 30 different species were reported, with dogs being the most popular. The overriding reason educators give for involving animals is the perception that they make an important contribution to children’s well-being. Practices around the involvement of dogs provide a focus for discussion. The research breaks new ground in highlighting commonalities and contrasts in school demographics associated with the involvement of animals across a range of international contexts. It also points to a consensus around the perceived well-being benefits for children of such interventions. For practitioners, the paper has value in prompting reflection on the need for a clear rationale before embarking on such an intervention, and highlights practical considerations needed before bringing an animal into an educational setting. The paper also suggests potential areas for future research, relating to possible benefits for and agency of the animals who are involved