Assessment and the self: academic practice and character attributes

A case is made for how, within higher education, we might make use of the relationship that exists between students’ academic practices and outputs, and their character attributes such as open-mindedness, enthusiasm and perseverance. Examples of how academic practices have the capacity to reveal a range of character attributes are discussed, and even though there are very good reasons for believing this potential exists, the need is identified for further research of a kind that would stimulate engagement from students, teachers and academic support staff. Since any generalised, formalised or non-student-led application of these insights to teaching practice would be inappropriate, two points are made about the nature and application of such investigation. First, qualitative methods, and in particular narrative analysis, would be best suited to the complex, ethically sensitive and significantly idiographic nature of the relationship in question. Second, research that generated detailed case studies would also serve as an appropriate means of inspiring this form of reflection in students. This could occur either as a direct result of students engaging with these case studies, or indirectly via increased teacher and learning development staff’s sensitivity to possibilities of these kinds of dialogues occurring. A brief example from my own teaching experience indicates the form and content of the studies that I have in mind

Shot by both sides: punk attitude and existentialism

The ‘punk attitude’ that is basic to punk music and culture is hard to define. I argue that it can be more fully appreciated through a comparison with features of, and motivations behind, existentialist philosophy and literature: anti-institutionalism, nihilism, creative outputs and processes that are constantly challenging, and authentic belonging

Teaching critical thinking virtues and vices: the case for Twelve Angry Men

In the film and play Twelve Angry Men, Juror 8 confronts the prejudices and poor reasoning of his fellow jurors, exhibiting an unwavering capacity not just to formulate and challenge arguments, but to be open-minded, stay calm, tolerate uncertainty, and negotiate in the face of considerable group pressures. In a perceptive and detailed portrayal of a group deliberation a ‘wheel of virtue’ is presented by the characters of Twelve Angry Men that allows for critical thinking virtues and vices to be analysed in context. This article makes the case for (1) the film being an exceptional teaching resource, and (2), drawing primarily on the ideas of Martha Nussbaum concerning contextualised detail, emotional engagement, and aesthetic distance, its educational value being intimately related to its being a work of fiction

Anxiety’s ambiguity: an investigation into the meaning of anxiety in existentialist philosophy and literature

The dissertation has two primary aims: 1) To investigate the significance and role of anxiety in the work of existentialist writers; 2) To synthesize a unified account of its meaning within this tradition. There are seven substantial chapters, the first concerning the divergence between clinical anxiety and the existential version using the fear-anxiety distinction as a foil. Existential anxiety is Thai defined in terms of anxiety A (before the world as contingent), anxiety B (before the self as free), and urangst (an unappropriable disquiet caused by the incommensurability of anxieties A and B). Chapter 2 concerns Kierkegaard's The Concept of Anxiety. His emphasis on choice, guilt and ambiguity lay the foundations for existentialism, but the suggestion that anxiety can be overcome in faith distances him from later existentialists. Chapter 3 reads Heidegger as secularizing Kierkegaard's ideas. Here we find the origins of the anxiety A/B structure, but I find that his attempt to define an 'authentic' comportment which embraces these two sources fails. In Chapter 4 Sartre's anxiety before the 'nothingness' of a self responsible for creating values is discussed and found wanting. However, his ideas on bad faith and authenticity seem to be more alive to the ambiguity of existence that anxiety reveals. The relation between anxiety and death is a primary concern of Chapter 5 (on Tillich). I contend that death is important (though not in the way Tillich thinks it is), but that otherwise he underplays urangst and die dynamism required in an authoitic response to anxiety. The complexities of this process are further explored in Chapter 6 with respect to Rorty's version of 'irony'; and in the final chapter where two novels (Conrad's Heart of Darkness and Camus' The Fall) are read as demonstrating the subjective dynamics of authenticity in terms of the anxiety structure that has been developed

Truth and Autobiography in Stand-up Comedy and the Genius of Doug Stanhope

It’s common for stand-up comedians to tell stories as well as, or instead of, jokes. Stories bring something extra to the performance, and when presented as true add a further layer of appeal. However, most stories told as if true by comedians are not true. A categorizing of forms of comedic story is presented involving the dimensions of grammatical person and truthfulness. Some advantages of comedians’ employing true first-person stories are discussed, and these considerations are then explored through the role of autobiography in the work of Doug Stanhope. Many aspects of Stanhope’s (highly unusual) life find their way into his shows, and true stories and his personality more broadly are folded into other elements of his act (such as his political views). Links are made with Kierkegaard’s notion of ‘inwardness’ and Carl Rogers’ therapeutic ‘congruence’ and ‘transparency’, and it’s argued that authenticity is a prerequisite for the quality of self-disclosure that is basic to Stanhope’s excellence

‘Why am I having to do this?’ The nature and purpose of concurrent courses in Scottish primary teacher education

In his Report of a Review of Teacher Education in Scotland (2010), Donaldson presents the idea of the ‘twenty-first century teacher’. Central to this is the requirement for an ‘extended professionalism’ in which emphasis is placed on the development of the student teacher’s academic and intellectual qualities. This article aims to analyse the role of concurrent courses (i.e. university courses taken by education students outside of core education subjects) in the development of this extended professionalism. It does so by comparing it with the ‘graduate attributes’ agenda adopted by many universities, and by outlining two dimensions and three possible models of the relationship between concurrent courses and the purposes of teacher education. It is argued that one of these models best fits the word and spirit of the Donaldson Report, but that further research is required to establish how different models of concurrency have been, or might be, received by students and staff on Scottish primary education degrees

Green, hybrid, or grey disaster risk reduction measures: what shapes public preferences for nature-based solutions?

Nature-based solutions (NbS) contrast with grey infrastructure measures to reduce risk from natural hazards. Using natural and sustainable measures (green) or combining green with grey elements (hybrid) can provide important co-benefits beyond risk reduction. Thanks to their co-benefits and flexibility across a range of possible climate change futures, NbS are sometimes referred to as 'win-win' or 'no-regret' measures. The success of NbS and associated projects often relies on the public for co-creation, co-implementation, and long-term sustainable use, monitoring, and management. However, the relative importance of NbS benefits is defined by the perceptions and underlying values of stakeholders with potentially divergent interests. It is unclear what measures at-risk individuals may prefer on the green-hybrid-grey spectrum and what shapes their preferences, including perceived benefits and potential regret. Identifying public (mis)perceptions, expectations, objectives, and what underlies these can inform communication and project framing, engagement, and ultimately increase public acceptance and continued uptake of NbS. We use citizen surveys at three distinct European sites where NbS are being planned and in-depth focus groups as a follow-up in the site at risk of landslides (Catterline, Scotland). Preferences and their drivers for measures on the green-hybrid-grey spectrum are assessed, focusing on public perceptions of NbS effectiveness, risk, and nature. We find that although wildlife habitat and aesthetics as co-benefits are important, reducing risk is of primary concern. Uncertainty in the strength and effectiveness of NbS, as one of 13 qualitative factors we identify, drives public preferences towards hybrid measures - seen as balancing green and grey trade-offs. Misperceptions and a demand for NbS information should be addressed with experiential learning, combined with transparent two-way communication of expectations. We urge caution and further research regarding emphasizing co-benefits and the 'natural' framing of NbS when risk reduction is the primary public objective

Public Acceptance of Nature-based Solutions (NbS): a Framework for Successful NbS and its Application in Three European Case Studies

Nature-based solutions (NbS) are increasingly recognized as sustainable approaches to address socio-environmental challenges. Disaster risk reduction (DRR) has benefited by increasingly moving away from purely ‘grey’ infrastructure measures towards NbS, which can better provide cultural, aesthetic, and recreational co-benefits that are highly valued among European citizens. Public acceptance is of particular importance for NbS since they often rely on collaborative implementation, management, and monitoring, as well as protection against competing land uses. Although public engagement is a common goal of NbS projects and found in the IUCN’s core principles of NbS, outreach efforts are rarely based on a sufficient understanding of the (de)motivating factors tied to public perceptions. As a first step, we conducted a systematic literature review to examine how unique NbS characteristics relate to public acceptance through a comparison with grey measures. We identified influential acceptance factors related to individuals, society, and DRR measures. Based on the review, we introduce the PA-NbS framework as a starting point for the systematic consideration, design, and testing of strategies for increasing public acceptance. The PA-NbS highlights the roles of trust, competing interests, and effectiveness of NbS, as well as public perceptions of risk, nature and place. A lack of consideration of these factors may lead to misaligned public expectations and failed participatory initiatives, while jeopardizing the success of NbS projects. Therefore, as a second step, we conducted citizen surveys within three NbS host communities. Distinct NbS being implemented within the OPERANDUM project aim to reduce risk from (socio-)natural hazards in Scotland (landslides and coastal erosion), Finland (eutrophication and algal blooms) and Greece (river flooding). Associations of factors related to risk, nature, and place perceptions with pro-NbS attitudes and behavior were tested to determine how these may be leveraged to increase acceptance. We find that trust is a consistent factor for defining attitudes towards the NbS across the sites. Attitudes are strongly associated with respondents’ commitment to nature and concern for risk, while some skepticism of NbS effectiveness leads to high public demand for relevant evidence. Risk perception and particularly the potential for future impacts are associated with behavioural acceptance (i.e. willingness to engage), along with responsibility for nature and connectedness to place. Current data collection efforts to demonstrate NbS effectiveness for risk reduction are well-positioned to increase public acceptance in Europe. However, recognizing the differences among segments of the public within each site along with distinct hazard types, proposed NbS, and historical, social, and cultural characteristics across the sites is crucial for designing strategies that increase acceptance. An overview of these dynamics leads to evidence-based recommendations for the case-study sites and for successful NbS in Europe

Public acceptance of nature-based solutions for natural hazard risk reduction: survey findings from three study sites in europe

Climate change is one factor increasing the risk of hydro-meteorological hazards globally. The use of nature-based solutions (NbS), and more specifically ecosystem-based disaster risk reduction measures (Eco-DRR), has become a popular response for risk reduction that also provides highly-valued co-benefits. Public acceptance is of particular importance for NbS since they often rely on local collaborative implementation, management, and monitoring, as well as long-term protection against competing societal interests. Although public engagement is a common goal of NbS projects, it is rarely carried out with a sufficient understanding of the (de)motivating factors tied to public perceptions. Successful collaboration demands consideration of societal attitudes and values in relation to risk, nature, and place. However, existing research does not sufficiently explore these themes together, their interactions, and their implications for the public acceptance of NbS. This may lead to misaligned public expectations and failed participatory initiatives, while jeopardizing the success of NbS projects and their continued funding and uptake. We conducted citizen surveys within local NbS “host” communities to determine the degree of pro-NbS attitudes and behavior, associated variables, and how these may be leveraged to increase acceptance. We compared results across sites, relying primarily on correlations and regression models along with survey comments and expert knowledge. Three distinct rural NbS being implemented within the OPERANDUM project aim to reduce risk from (socio-)natural hazards in Scotland (landslides and coastal erosion; n = 66 respondents), Finland (eutrophication and algal blooms; n = 204) and Greece (river flooding and water scarcity; n = 84). Our research thus centers on rural NbS for risk reduction within a large EU project. Trust in implementers is a consistent factor for defining attitudes towards the NbS across the sites, and attitudes are strongly associated with respondents’ commitment to nature and behavioral acceptance (i.e., willingness to engage). Behaviorial acceptance is most consistently predicted by connectedness to place and the extent of expected future impacts. Skepticism of NbS effectiveness leads to high public demand for relevant evidence. To increase public acceptance, we recommend greater framing of NbS in relation to place-based values as well as demonstration of the effectiveness of NbS for risk reduction. However, distinct hazard types, proposed NbS, and historical characteristics must be considered for developing strategies aimed at increasing acceptance. An understanding of these characteristics and their interactions leads to evidence-based recommendations for our study sites and for successful NbS deployment in Europe and beyond

Critical Thinking: The Basics. 2nd Edition

Critical Thinking: The Basics is an accessible and engaging introduction to the field of critical thinking, drawing on philosophy, communication, and psychology. Emphasizing its relevance both to academic literacy and to decision- making in a range of contexts, this book introduces and explains the knowledge, methods, and skills needed to identify and avoid poor reasoning, reconstruct and evaluate arguments, and engage constructively in dialogues. Topics covered include: • The relationship between critical thinking, emotions, and the psychology of persuasion • The role of character dispositions such as open-mindedness, courage, and self-knowledge • Argument identification and reconstruction • Fallacies and argument evaluation. This second edition has been revised and updated throughout, and includes an additional chapter on the relationship between critical thinking and emotions. There are also new sections on concepts such as the ‘experiential mind’ and ‘need for cognitive closure’, and contemporary examples drawn from issues including conspiracy theories, the pandemic, and misuses of social media. With updated and expanded discussion questions/exercises and suggestions for further reading at the end of each main chapter, this book is an essential read for students approaching the field of critical thinking for the first time, and for the general reader wanting to improve their thinking skills and decision-making abilities