Artistic Sensibility is Inherent to Research

Artistic sensibility is defined in this work as the sensitivity and capacity to appreciate and act upon concerns of or pertaining to art and its production. This article contends that artistic sensibility is inherent to research. This contention is supported through three points which reveal a fourth: (1) Research requires dissemination. (2) Dissemination requires representation. (3) Representation requires artistic sensibility. These three points considered in conjunction illustrate a fourth: (4) Research requires artistic sensibility. This argument has implications for research venues, evaluations of research, and the preparation of researchers in all research disciplines. Namely, certain tenets of arts-based research may be applied to a much broader array of research methodologies. Identifying, honoring, and harnessing artistic sensibility in research has the potential to improve research products and enrich discourse

Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue

This study is an investigation of the adventure education (AE) experience with particular attention to what happens during the AE experience, the meanings participants ascribe to the experience, how personal backgrounds and institutional cultures coalesce in AE, and the significance of the AE experience for schooling. These topics are explored through observing and interviewing participants of adventure education programs under the qualitative framework of educational connoisseurship and criticism. The experiences at the three sites of study—an outdoor challenge course, a wilderness backpacking expedition and a summer adventure program—are described in detail and illustrated through the qualities of the experience (celebratory challenge, novelty, freedom and togetherness, aesthetic vitality, and great experience), cultural coalescence in AE (depicted through cultural rigidity and flexibility), and the participant perceptions of schooling. Findings are inferred through recommendations for AE, including consideration of the qualities of experience, striking a cultural balance in AE, and embodying a shift in thinking regarding the purpose of the AE experience. This study also provokes a reconsideration of contemporary educational paradigms, as the participant perceptions of schooling, when considered alongside the AE experience, provide a fresh perspective of the qualities of educational experience

The Neurotrophic Receptor Ntrk2 Directs Lymphoid Tissue Neovascularization during Leishmania donovani Infection

The neurotrophic tyrosine kinase receptor type 2 (Ntrk2, also known as TrkB) and its ligands brain derived neurotrophic factor (Bdnf), neurotrophin-4 (NT-4/5), and neurotrophin-3 (NT-3) are known primarily for their multiple effects on neuronal differentiation and survival. Here, we provide evidence that Ntrk2 plays a role in the pathologic remodeling of the spleen that accompanies chronic infection. We show that in Leishmania donovani-infected mice, Ntrk2 is aberrantly expressed on splenic endothelial cells and that new maturing blood vessels within the white pulp are intimately associated with F4/80hiCD11bloCD11c+ macrophages that express Bdnf and NT-4/5 and have pro-angiogenic potential in vitro. Furthermore, administration of the small molecule Ntrk2 antagonist ANA-12 to infected mice significantly inhibited white pulp neovascularization but had no effect on red pulp vascular remodeling. We believe this to be the first evidence of the Ntrk2/neurotrophin pathway driving pathogen-induced vascular remodeling in lymphoid tissue. These studies highlight the therapeutic potential of modulating this pathway to inhibit pathological angiogenesis

Vera Lynn on Screen: Popular Music and the ‘People's War’

By the outbreak of the Second World War in Britain, critics had spent several decades negotiating the supposed distinctions between highbrow and lowbrow culture, as recent scholarship has shown. What has received comparatively little attention is how the demands of wartime living changed the stakes of the debate. This article addresses this lacuna, exploring how war invited a reassessment of the relative merits of art and popular music. Perhaps the most iconic British singer of the period, Vera Lynn provides a case study. Focusing on her first film vehicle, We'll Meet Again (1942), I explore how Lynn's character mediated the highbrow/lowbrow conflict-for example, by presenting popular music as a site of community, while disparaging art music for its minority appeal. In so doing, I argue, the film not only promoted Lynn's star persona, but also intervened in a broader debate about the value of entertainment for a nation at war.</p

Ingman, Benjamin C., and Christy McConnell Moroye, Experience-Based Objectives, Educational Studies, 55(3, 2019), 346-367.

Reviews the literature on educational objectives and highlights the value of experience-based objectives; draws on Eisner\u27s notion of expressive objectives; explains and gives examples of experience-based objectives

Ecological Mindedness Across the Curriculum

This article suggests a framework for evaluating and implementing environmental education (EE) curricula in hopes of furthering EE as a mode of living to be embodied, rather than as a subject to be learned. We argue that the current iterations of EE in K-12 schools stand to benefit by attending to Dewey\u27s criteria for educative experience: continuity and interaction. Through an analysis of current literature on EE with a comparative analysis of a study of ecologically minded teachers, we discerned three hallmark qualities of ecological mindedness: ecological care, interconnectedness, and ecological integrity. These qualities are both characteristics of the experience as well as sensibilities developed by those engaged in the experience. We argue that ecological mindedness provides the possibility for educative experiences in K-12 curriculum, and we include vignettes and interviews that illustrate such possibilities. © 2013 by The Ontario Institute for Studies in Education of the University of Toronto

The Potential of Service Learning in Rural Schools: The Case of the Working Together Project

Service learning has been established as a promising method of teaching and learning that engages youth as change agents in their schools and communities. But service learning has not been widely implemented or studied in rural K-12 schools. This study explores the case of a service learning curriculum, the Working Together Project (WTP), in a rural, high-poverty school. Data collection included classroom observations, surveys, and individual/focus group interviews with participants of the curriculum. The case study findings illustrate how the WTP curriculum unfolded with students, benefits for the school (cross-generational collaboration, school introspection and improvement), benefits for the students (collaborative skills, professional skills, growth, and maturity), and the challenges of the WTP. This case highlights the potential of service learning to promote democratic citizenship in rural schools and communities

Ecological Mindedness Across the Curriculum

This article suggests a framework for evaluating and implementing environmental education (EE) curricula in hopes of furthering EE as a mode of living to be embodied, rather than as a subject to be learned. We argue that the current iterations of EE in K-12 schools stand to benefit by attending to Dewey\u27s criteria for educative experience: continuity and interaction. Through an analysis of current literature on EE with a comparative analysis of a study of ecologically minded teachers, we discerned three hallmark qualities of ecological mindedness: ecological care, interconnectedness, and ecological integrity. These qualities are both characteristics of the experience as well as sensibilities developed by those engaged in the experience. We argue that ecological mindedness provides the possibility for educative experiences in K-12 curriculum, and we include vignettes and interviews that illustrate such possibilities. © 2013 by The Ontario Institute for Studies in Education of the University of Toronto