Elective Modernism and the Politics of (Bio) Ethical Expertise

In this essay I consider whether the political perspective of third wave science studies – ‘elective modernism’ – offers a suitable framework for understanding the policy-making contributions that (bio)ethical experts might make. The question arises as a consequence of the fact that I have taken inspiration from the third wave in order to develop an account of (bio)ethical expertise. I offer a précis of this work and a brief summary of elective modernism before considering their relation. The view I set out suggests that elective modernism is a political philosophy and that although its use in relation to the use of scientific expertise in political and policy-making process has implications for the role of (bio)ethical expertise it does not, in the final analysis, provide an account that is appropriate for this latter form of specialist expertise. Nevertheless, it is an informative perspective, and one that can help us make sense of the political uses of (bio)ethical expertise

What is a sustainable healthy diet? A discussion paper

The food system today is destroying the environment upon which future food production depends. While the food system generates enough food energy for our population of over 7 billion it does not deliver adequate and affordable nutrition for all. About half the global population is inadequately or inappropriately nourished. Without action, these problems are set to become acute. As our global population grows, urbanises and becomes wealthier, it is demanding more resource intensive, energy rich foods. What, and how much we eat directly affects what, and how much is produced. We therefore need to consume more „sustainable diets‟ – diets that have lower environmental impacts, and are healthier. But what does such a diet look like? Can health, environmental sustainability, and all the other goals we have for our food system really be reconciled, or will there be trade offs

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students' development of important quantitative skills

Argumentation in school science : Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning

The value of argumentation in science education has become internationally recognised and has been the subject of many research studies in recent years. Successful introduction of argumentation activities in learning contexts involves extending teaching goals beyond the understanding of facts and concepts, to include an emphasis on cognitive and metacognitive processes, epistemic criteria and reasoning. The authors focus on the difficulties inherent in shifting a tradition of teaching from one dominated by authoritative exposition to one that is more dialogic, involving small-group discussion based on tasks that stimulate argumentation. The paper builds on previous research on enhancing the quality of argument in school science, to focus on how argumentation activities have been designed, with appropriate strategies, resources and modelling, for pedagogical purposes. The paper analyses design frameworks, their contexts and lesson plans, to evaluate their potential for enhancing reasoning through foregrounding the processes of argumentation. Examples of classroom dialogue where teachers adopt the frameworks/plans are analysed to show how argumentation processes are scaffolded. The analysis shows that several layers of interpretation are needed and these layers need to be aligned for successful implementation. The analysis serves to highlight the potential and limitations of the design frameworks

Critical methods in international relations: the politics of techniques, devices and acts

Methods have increasingly been placed at the heart of theoretical and empirical research in IR and social sciences more generally. This article explores the role of methods in International Relations and argues that methods can be part of a critical project if reconceptualised away from neutral techniques of organising empirical material and research design. It proposes a two-pronged reconceptualisation of critical methods as devices which enact worlds and acts which disrupt particular worlds. Developing this conceptualisation allows us to foreground questions of knowledge and politics as stakes of method and methodology rather than exclusively of ontology, epistemology or theory. It also allows us to move away from the dominance of scientificity (and its weaker versions of systematicity and rigour) to understand methods as less pure, less formal, messier and more experimental, carrying substantive political visions

Edging toward ‘reasonably’ good corporate governance

Over four decades, research and policy have created layers of understandings in the quest for “good” corporate governance. The corporate excesses of the 1970s sparked a search for market mechanisms and disclosure to empower shareholders. The UK-focused problems of the 1990s prompted board-centric, structural approaches, while the fall of Enron and many other companies in the early 2000s heightened emphasis on director independence and professionalism. With the financial crisis of 2007-09, however, came a turn in some policy approaches and in academic literature seeking a different way forward. This paper explores those four phases and the discourse each develops and then links each to assumptions about accountability and cognition. After the financial crisis came pointers n policy and practice away from narrow, rationalist prescriptions and toward what the philosopher Stephen Toulmin calls “reasonableness”. Acknowledging that heightens awareness of complexity and interdependence in corporate governance practice. The paper then articulates a research agenda concerning what “reasonable” corporate governance might entail

The Nature of Knowledge in Composition and Literary Understanding: The Question of Specificity

↵PETER SMAGORINSKY is Assistant Professor, College of Education, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-0. He specializes in classroom literacy.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

The problematic relationship between knowing how and knowing that in secondary art education

This is a postprint of an article whose final and definitive form has been published in the Oxford Review of Education© 2005 Copyright Taylor & Francis; Oxford Review of Education is available online at http://www.informaworld.comThis article explores and attempts to rectify current conceptual confusion found in secondary art education in the UK between procedural knowledge or 'knowing how' and declarative knowledge or 'knowing that'. The paper argues that current practice confuses procedural knowledge with declarative knowledge. A corollary is that assessment evidence for 'knowing how', which is shown or demonstrated, is confused with assessment evidence for 'knowing that', which requires spoken or written forms of reporting. The confusion is replicated in the national examination, the General Certificate of Secondary Education, taken by students at the age of 16. The article traces this confusion to three dualisms: the Cartesian dualisms of mind and body, an individual mind and the distributed mind of culture, and the more recent mind-in-brain hemisphere dualism. The article advocates a Wittgensteinian embodied, socio-cultural view of mind as a way of solving the current conceptual confusion that prevails in art education in the UK

The Natural History Museum Fossil Porifera Collection

This article provides updated information about the Porifera Collection at The Natural History Museum (NHM), London. With very little information available regarding fossil sponge digitization or any similar initiative, this paper covers the type and figured specimens and drawer label content data of the Porifera Collection and also describes the collection and its research potential. With approximately 71,000 specimens, of which more than 60% are Mesozoic, the NHM holdings offer the best Mesozoic sponge collection in the world and one of the most important due to its breadth and depth. The Porifera Collection covers all stratigraphic periods and all taxonomic groups and includes almost 3000 cited and figured specimens including types. Although most of the specimens come from the British Isles, worldwide samples are also present, with abundant specimens from other Commonwealth countries and from Antarctica.The attached document is the author(’s’) final accepted/submitted version of the journal article. You are advised to consult the publisher’s version if you wish to cite from it

Philosophical Underpinnings of Coaching Practice Research

Research on coaching practice has mainly been undertaken through the disciplines of psychology and sociology. Very little scrutiny has been given to the philosophical underpinnings of these disciplinary positions and how they impact on research outputs in terms of descriptions and prescriptions. This article presents an overview of some of the most cited empirical research on coaching practice and shows how discipline and meta-theory have influenced a priori the results generated. Psychological approaches informed by scientism, and sociological approaches informed by interpretivism, present a dichotomized view of coaching practice, for example, concerning its relative simplicity and order. Yet these distinct disciplinary contributions remain important to the development of the field if it is understood that they contribute different layers of information and do different types of work. Once we have the meta-theoretical tools in place the results of this pluralism can be positioned and utilized. © 2013 Copyright National Association for Kinesiology in Higher Education (NAKHE)