Henri Temianka Correspondence; (slonimsky)

https://digitalcommons.chapman.edu/temianka_correspondence/2852/thumbnail.jp

Teacher change in a changing moral order: Learning from Durkheim

This paper explores a curriculum paradox that may arise for teachers in postauthoritarian regimes if a radically new curriculum, designed to prepare learners for democratic citizenship, requires them to be autonomous professionals. If teachers were originally schooled and trained under the old regime to follow the orders inscribed in syllabi and textbooks authorised by the regime, then they were probably not educated for autonomous thought and practices. If so, they are caught in a double bind: either they continue to do what they have always done but then may not be able to fulfil the aims and ideals of the new curriculum, or they can wait for more detailed orders and directives that tell them exactly what to teach and how to teach. In the latter case, a dependency on external authority is maintained. The current response to this problem in South Africa is to develop programmes to strengthen teachers’ content and pedagogic content knowledge and to provide highly specified curricula for teachers to follow. Deepening teachers’ knowledge is one important step towards addressing the paradox, but there is a danger that teachers who are not yet sufficiently autonomous may simply treat the content and form of such programmes as yet another set of orders to be obeyed. Just over a hundred years before apartheid ended, France was in the process of transition from despotism to democracy, and was in the process of introducing radical changes to the curriculum and the school system. Durkheim’s education theory courses were explicitly designed to help teachers think about the underlying social logic of the new policies, about the significance of the changes for them, and to think about the challenges of change. Aspects of Durkheim’s lectures are explored to reframe our understanding of, and our response to, the curriculum paradox with which many South African teachers are faced.  </p

The Methodology is the Message: Citations, Sources, and Memory in Revolutionary Unessays

This essay is a reflection of my teaching with an unessays in the 2021--2022 academic year. I focus specifically on how unessays related to the central themes of the course -- revolution and historical memory -- while also reinforcing foundational historical methods, particularly the importance of sources and citation practices to both the study of history and discerning contemporary issues and events. I also consider how the hybrid format of the class and its emphasis on digital and virtual communication interact with unessays.&nbsp

Henri Temianka Correspondence; (slonimsky)

https://digitalcommons.chapman.edu/temianka_correspondence/2851/thumbnail.jp

RECLAIMING MIND AND SOCIETY IN MIND

Miller, Ronald (2011) Vygotsky in perspective. Cambridge: Cambridge University Press. ISBN 978-1-107-00186-2 hbk. Pages xiii + 466 In recent years Lev Vygotsky, the author of Cultural-historical psychology has acquired canonical status in the fields of developmental and educational psychology. Yet, there is a fundamental irony that haunts the works of original thinkers – the more their contribution to knowledge development is recognized in the academy, the greater the tendency to selectively de-locate extracts from their oeuvre and recontextualise them into thematic compilations, collections of selected papers or simplified versions in textbooks. In the process, key concepts tend to become so decontextualized and reified that they lose their meaning or significance, and that which was most generative is lost. In Vygotsky in perspective Ronald Miller proposes that this has been the fate of Vygotsky’s classical text Thinking and speech, in which he offered the most refined and comprehensive exposition of his Cultural-historical theory of consciousness. &nbsp

Practical knowledge of teaching practice – what counts?

The role of formal and systematic knowledge in socialisation into teaching is in question.There is a rising tendency towards anti-intellectualism in different quarters of the field ofeducational studies coupled with an ever increasing emphasis on tacit understanding andimmersion in practice. Socialisation into professional practice is purported to dependpredominantly on ‘doing’ in situ, and on learning what experienced teachers do and far lesson ‘concept building’. In this paper we argue that the emphasis on immersion in the site ofpractice as the gateway to an understanding of the practice of teaching rests on anoverstated conception of tacit knowledge which misses the crux of professional knowledge.The crux of professional knowledge, we argue, lies in specialised practice languages(Collins, 2011) which constitute criteria of professional practice and enable articulationbetween different reservoirs of knowledge. Emulating what expert practitioners do inpractice is not central to the development of professional knowledge of teaching

Linear and nonlinear fractional hereditary constitutive laws of asphalt mixtures

The aim of this paper is to propose a fractional viscoelastic and viscoplastic model of asphalt mixtures using experimental data of several tests such as creep and creep recovery performed at different temperatures and at different stress levels. From a best fitting procedure it is shown that both the creep one and recovery curve follow a power law model. It is shown that the suitable model for asphalt mixtures is a dashpot and a fractional element arranged in series. The proposed model is also available outside of the linear domain but in this case the parameters of the model depend on the stress level

An Abundant Tissue Macrophage Population in the Adult Murine Heart with a Distinct Alternatively-Activated Macrophage Profile

Cardiac tissue macrophages (cTMs) are a previously uncharacterised cell type that we have identified and characterise here as an abundant GFP+ population within the adult Cx3cr1GFP/+ knock-in mouse heart. They comprise the predominant myeloid cell population in the myocardium, and are found throughout myocardial interstitial spaces interacting directly with capillary endothelial cells and cardiomyocytes. Flow cytometry-based immunophenotyping shows that cTMs exhibit canonical macrophage markers. Gene expression analysis shows that cTMs (CD45+CD11b+GFP+) are distinct from mononuclear CD45+CD11b+GFP+ cells sorted from the spleen and brain of adult Cx3cr1GFP/+ mice. Gene expression profiling reveals that cTMs closely resemble alternatively-activated anti-inflammatory M2 macrophages, expressing a number of M2 markers, including Mrc1, CD163, and Lyve-1. While cTMs perform normal tissue macrophage homeostatic functions, they also exhibit a distinct phenotype, involving secretion of salutary factors (including IGF-1) and immune modulation. In summary, the characterisation of cTMs at the cellular and molecular level defines a potentially important role for these cells in cardiac homeostasis

Brain-Derived Neurotrophic Factor Gene Val66Met Polymorphism Modulates Reversible Cerebral Vasoconstriction Syndromes

BACKGROUND: Reversible cerebral vasoconstriction syndrome (RCVS) could be complicated by cerebral ischemic events. Hypothetical mechanisms of RCVS involve endothelial dysfunction and sympathetic overactivity, both of which were reported to be related to brain-derived neurotrophic factor (BDNF). The study investigated the association between functional BDNF Val66Met polymorphism and RCVS. METHODS: Patients with RCVS and controls were prospectively recruited and genotyped for the BDNF Val66Met polymorphism. Magnetic resonance angiography (MRA) and transcranial color-coded Doppler sonography were employed to evaluate cerebral vasoconstriction. Genotyping results, clinical parameters, vasoconstriction scores, mean flow velocities of the middle cerebral artery (V(MCA)), and Lindegaard indices were analyzed. Split-sample approach was employed to internally validate the data. PRINCIPAL FINDINGS: Ninety Taiwanese patients with RCVS and 180 age- and gender-matched normal controls of the same ethnicity completed the study. The genotype frequencies did not differ between patients and controls. Compared to patients with Met/Met homozygosity, patients with Val allele had higher mean vasoconstriction scores of all arterial segments (1.60±0.72 vs. 0.87±0.39, p<0.001), V(MCA) values (116.7±36.2 vs. 82.7±17.9 cm/s, p<0.001), and LI (2.41±0.91 vs. 1.89±0.41, p = 0.001). None of the Met/Met homozygotes, but 38.9% of the Val carriers, had V(MCA) values of >120 cm/s (p<0.001). Split-sample validation by randomization, age, entry time or residence of patients demonstrated concordant findings. CONCLUSIONS: Our findings link BDNF Val66Met polymorphism with the severity of RCVS for the first time and implicate possible pathogenic mechanisms for vasoconstriction in RCVS

Outline of a Theory of Scientific Aesthetics

I offer a theory of art that is based on science. I maintain that, as any other human activity, art can be studied with the tools of science. This does not mean that art is scientific, but aesthetics, the theory of art, can be formulated in accord with our scientific knowledge. I present elucidations of the concepts of aesthetic experience, art, work of art, artistic movement, and I discuss the ontological status of artworks from the point of view of scientific philosophy.Fil: Romero, Gustavo Esteban. Provincia de Buenos Aires. Gobernación. Comisión de Investigaciones Científicas. Instituto Argentino de Radioastronomía. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto Argentino de Radioastronomía; Argentin