Mark Eli Kalderon, "Sympathy in Perception"

Mark Eli Kalderon's book boldly positions itself as a work in speculative metaphysics. Its point of departure is the familiar distinction between presentational and representational philosophies of perception. Kalderon notes that the latter has been more popular of late, as it is more amenable to "an account" explicating causal or counterfactual conditions on perception; but he wishes to rehabilitate the former, at least in part. One widely perceived disadvantage of presentationalism has been the way that understanding perception merely as registering the presence of things might seem to leave us vulnerable to error about the nature of what is presented. Kalderon seeks to remedy this not by dealing at length with various disjunctivist positions concerning perception which may be friendly to his position, nor by spending much time criticising opposing views, but by explicating presentationalist perception through a series of tactile metaphors, thereby providing a radically new philosophical view. He claims that we do not just 'stand before' reality, we grasp it-the metaphor survives tellingly in ordinary language-and he thereby seeks to defend a form of realism which is robust, though he admits, "pre-modern". He draws on a remarkably rich variety of thinkers to defend this position, including pre-modern, modern, and various figures from both analytic and continental philosophy-however, although there is plenty of solid scholarship here, the book is aimed at metaphysics more than the history of ideas

Midwest China Oral History Interviews

Early Life: family background; education; corresponding with brother living in China; called by the American Board of Commissioners for Foreign Mission. China Experiences: social interaction in Fenchow between missionaries and Chinese; work in Fenchow\u27s kindergarten; leaves China due to military disturbances of 1927.https://digitalcommons.luthersem.edu/china_histories/1047/thumbnail.jp

PREPARING FOR BLENDED LEARNING: EXAMINING SELF-EFFICACY OF SECONDARY TEACHERS

The purpose of this cross-sectional survey study was to determine the level of teacher self-efficacy to teach in a blended learning environment after receiving blended learning professional development (PD). The study used secondary analysis of existing data and interviews to answer the following research questions:1.What is the level of self-efficacy to teach in a blended learning environment for secondary teachers after receiving blended learning PD?2.What component of the blended learning PD contributed the most to teachers level of self-efficacy?3.How can the blended learning PD be improved to assist the teachers in improving their level of self-efficacy?The study used two instruments: 1) Teachers Sense of Efficacy Scale (TSES) comprised of 24 Likert-style items designed to assess three self-efficacy factors: student engagement, instructional strategies, and classroom management, and 4 opened-ended items to assess quality of the PD, and 2) a semi-structured interview protocol to answer questions 2 and 3. Existing data were derived from TSES surveys completed by 19 secondary teachers who participated in the blended learning PD. Interview data were collected from 5 of the 19 who were randomly selected for interviews. Findings revealed teachers reported more confidence in areas that they can control, which were instructional strategies and classroom management, and less confidence in student engagement, which although teachers may be able to influence, the students themselves are the determining factor rather than the teacher. Results of open-ended questions and interviews suggest the most beneficial PD components were learning how to teach with the blended learning software and how to differentiate instructional strategies, whereas participants also revealed that more face-to-face time might be beneficial to raise teacher self-efficacy to teach in a blended environment. This study has implications not only for the school district involved in the study, but also for other schools wishing to implement a more personalized approach to instructional strategies through a blended learning curriculum. Future research could involve a larger and more diverse group of participants and showcase secondary schools implementing a successful blended learning program

The impact of teaching models, group structures and assessment modes on cooperative learning in the student design studio

As a result of ever diminishing teaching resources, an increasing number of architectural educators are setting group design projects, rather then spreading their time thinly over a large number of individual projects. This allows them to co-ordinate longer and more in-depth review sessions on a smaller number of assignment submissions. However, while the groupmodel may offer an authentic learning model by reflecting design in practice, the approach is not without its obvious shortcomings as a teaching archetype for the assessment of the knowledge and skill competencies of individual students. Hence, what is clear is the need for a readily adoptable andragogy for the teaching and assessment of group design projects.The following paper describes the background, methodology and findings of a Strategic Teaching and Learning Grant funded research project carried out in the year 2005 at the School of Architecture and Building at Deakin University. The project aimed to inform a change of classroom/studio practice governing the assemblage, teaching and assessment of student design teams. The development through these changes of cooperative and student centred learning principles focused on effective design collaboration and fair assessment should, it will be argued, lead to an enhanced group-learning experience in studio, which will subsequently and ultimately enhance professional practice.<br /

Student expectations of teaching and learning

Higher education aims to develop students as life-long learners. Facilitative, learning-centred approaches are more likely to develop independent learners. However, these learning methods may challenge students&rsquo; conceptions of &ldquo;good teaching&rdquo; developed from their previous learning experiences. Student beliefs and expectations about teaching were examined through interviews of a small number of students as part of a wider study looking at developing techniques to assist students to become more aware, engaged and appreciative of their learning experience. The analysis of the interviews offer some useful suggestions for lecturers engaged in teaching professional disciplines wishing to use facilitative, student-centred teaching approaches.<br /

Reaping the rewards of learning within agricultural knowledge systems: An account of a PhD learning system

Despite the existence and application of mandatory agri-environmental policy for many decades, significant environmental sustainability problems remain attributable to the agricultural sector. Participatory types of extension practices are believed to have a potential to enable extension organisations to enhance the supports provided to farmers to help meet the requirements and objectives of these policies. To test this proposition, the PhD researcher used a learning systems approach for exploring the interplay between farmer subjectivities, the European Union’s policy of cross compliance and the extension practices of Teagasc, the Irish Agriculture and Food Development Authority. Three learning sub-systems were employed in the investigation. The first used the principles of Participatory Action Research for revealing stakeholders’ perceptions of Teagasc’s cross compliance extension service. This process resulted in the attainment of rich insights about extension practices, however it also revealed that a significant number of farmers were experiencing socio-cultural difficulties with the application and enforcement of cross compliance. To better understand the implications of these subjectivities, a second sub-system was created to learn about farmers’ experiences of the policy. This process surfaced diverse insights about farmers’ personal experiences of cross compliance. A final sub-system employed systems thinking and practice for appraising the utility of the learning arising from the previous sub-systems for improving interactions between farmers, extension organisations and cross compliance. The combined findings of the thesis indicate that there is considerable potential for extension organisations to use participatory practices for developing rich understandings of farmers’ preferences for mandatory agri-environmental policy and its related extension practices. However, a limitation in realising participant preferences is that extension organisations appear to have little influence over the application and enforcement of mandatory agri-environmental policy. Overcoming this participatory barrier will require sustained collective learning targeted at understanding how stakeholders can work together to develop agri-environmental policies that are socially, financially and environmentally sustainable. This paper explores how this ‘sustained collective learning’ may be realised taking a specific account of the learnings developed within and following the completion of the PhD Learning System. The insights elucidated will be of interest to scholars and extension practitioners involved in similar learning endeavours

‘Maybe we can turn the tide’ : an explanatory mixed-methods study to understand how knowledge brokers mobilise health evidence in low- and middle-income countries

Background: Little is known about how knowledge brokers (KBs) operate in low- and middle-income countries (LMICs) to translate evidence for health policy and practice. These intermediaries facilitate relationships between evidence producers and users to address public health issues. Aims and objectives: To increase understanding, a mixed-methods study collected data from KBs who had acted on evidence from the 2015 Global Maternal Newborn Health Conference in Mexico. Methods: Of the 1000 in-person participants, 252 plus 72 online participants (n=324) from 56 countries completed an online survey, and 20 participants from 15 countries were interviewed. Thematic analysis and application of knowledge translation (KT) theory explored factors influencing KB actions leading to evidence uptake. Descriptive statistics of respondent characteristics were used for cross-case comparison. Findings: Results suggest factors supporting the KB role in evidence uptake, which include active relationships with evidence users through embedded KB roles, targeted and tailored evidence communication to fit the context, user receptiveness to evidence from a similar country setting, adaptability in the KB role, and action orientation of KBs. Discussion and conclusions: Initiatives to increase evidence uptake in LMICs should work to establish supportive structures for embedded KT, identify processes for ongoing cross-country learning, and strengthen KBs already showing effectiveness in their roles

Developing student transferable skills through reflective porfolios

The development of transferable skills in students, ie those relevant to any future employment, is a common goal of degree programmes. Reflection is a mechanism frequently used in the training of medical and teaching professionals to develop self-awareness of personal skills levels that enable participants to become self-reflective practitioners. The intention in this research was to trial reflection for construction management and architecture students through a series of interventions to engage students in the explicit development of transferable skills and self-awareness. Students were required to keep a &lsquo;diary&rsquo; or journal under specific skills headings: communication (involving active listening, conflict resolution, negotiation), team building, problem solving, report writing and presentation skills based on their experiences at university, work and in social situations. A range of learning resources were made available to assist students. The journals were analysed according to a recognised coding for the depth of their reflection . At the end of the semester, students were required to &ldquo;apply&rdquo; for a job description that required explication of the knowledge and skills that were intended to be further developed during the unit. In practice, few students appreciated the journaling and some were even hostile to the process, but all students demonstrated good appreciation of their abilities and skills in the job application &ndash; essentially a mechanism that required reflection. In conclusion, explicit reflection through journaling is not a universally popular practice, but tasks that appear to have some foundation in practicality that require reflection are more likely to be appreciated. Students depth of reflection was found to improve through practice.<br /