Search

In this chapter, we further explore and contextualize school development amidst the tensions between contemporary policies and the educational needs of students. We conceptualize school development as a process that mediates among tensions that result in a Zone of Uncertainty. We then describe our application of school development in the Arizona Initiative for Leadership Development and Research (AZiLDR). Content was initially drawn from findings from the International Successful School Principalship Project (ISSPP) exploring leadership in high-needs, culturally diverse schools and related leadership studies. Our approach differs from other school development models in at least four ways. First, the approach is grounded in education theory as explicated by John Dewey and others. Closely related, our approach attempts to balance evidence-based values with humanistic values. Third, our approach is grounded in our empirical research and related studies of leadership in culturally diverse schools and communities. Fourth, our approach is process oriented and contextually sensitive for schools as they are situated in the larger community and serving culturally diverse populations. Finally, we develop leadership through a collaborative approach in that we work with school teams as a unit.

This chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.

This essay expands our previous explorations (Adsit-Morris CA, Gough N, J Environ Educ 48(1): 67–78, 2017) of queer theory’s potential to reinvigorate environmental education scholarship and practice, by queering commonplace understandings of evolution. Drawing on Darwin’s original ideas and writing, we explore the complex, creative and coevolutionary dimensions of life, and the implications for educational theory and practice of such a conceptual shift. We do this by revisiting Darwin’s so called “dangerous ideas” – those that were radically queer, creative and post-anthropocentric – to explore how they inspired non-reductive, feminist and queer movements of thought. We therefore argue that queer feminist critical inquiry (We adapt the phrase “queer feminist critical inquiry” from other authors (e.g. Cipolla C, Gupta K, Rubin DA, Willey A (eds), Queer feminist science studies. University of Washington Press, Seattle/London, 2017) because it succinctly captures the key dispositions we bring to the objects of this chapter is a crucial posthumanist intervention in educational theory and has the potential to reinvigorate environmental education by troubling the most formative, trenchant, and enduring heteronormative discursive and institutional articulations of sexuality and nature by reimagining developmental, ecological, and evolutionary interactions and processes.

This chapter reflects upon the content of the previous chapters, highlighting the initial growth of simulation within the breadth of emergency medical education and the current movement back towards healthcare simulation’s roots in patient safety and systems testing. A future for simulation in healthcare is posited taking advantage of emerging technologies such as virtual and augmented reality, artificial intelligence and data analytics. The unifying factor underlying the power and effectiveness of healthcare simulation, however, remains dedicated faculty trained in the foundations of healthcare simulation and educational theory.

In this introduction, I take steps toward defining, describing, and situating a broad view of queer ecopedagogies as both experientially and politically committed to disrupting and unsettling environmental educational theories and practices that guide us toward a set view of the future. Exploring work on temporalities in queer theory, as well as looking at queer ecology and queer pedagogies, an emergent and evolving vision of queer ecopedagogies as rooted in the tensions of desire, love, loss, and failure is offered as a path forward, not only into the unknown but also potentially to nowhere at all.

This paper aims to tie literature in AI to enduring questions in education about teaching and learning and discern ethical considerations that define those ties. The challenge was to answer the question: how do we merge our learning and leadership theories to technologies and the algorithmic biases that may maintain today's social injustices into our future? The paper first reviews the literature to identify the dialogue on AI by computer scientists in relation to enduring questions in education, learning theories, and ethics. Then we summarize data in the form of vignettes written by experts from the humanities, computer science, and social sciences. Some of the vignettes focused on how educational and technological systems are products of the social system and the ethical implications of such connections. Other writings centered data-driven approaches to incorporating AI technologies in classrooms, with concerns around uneven implementation and differential access. The paper concludes that to dialogue with educators AIED will need to move away from discussions of efficiency as measured by educational assessments and incorporate humanistic and social learning theories that embrace the complexities of human relationships. Developers should seek to work directly with educational leaders to establish optimal teaching strategies for the ethical ‘good’ of the learner, while attending to social justice parameters. Equally critical is the need to create ethical parameters between the AI and the student.

From the perspective of media education theory and aesthetic education, this article discusses some considerations of aesthetic practice as media-critical practice. Media-critical practice is described as a reflexive-transformative practice with and in media and no longer as a distanced, self-reflexive and rational critique of media or media use. It first shows that in this perspective, subjects no longer (only) intentionally deal with media, but first and foremost become subjects in relation to medial apparatuses. In a second step I shall relate to contemporary artists of the so-called post-internet art. Their aesthetic practices have the potential to criticize (to question, reflect, or subvert) the entanglement of human beings into contemporary media-cultural environments.

Formal education is often associated with a “taking out of place.” Environmental education, by contrast, embraces place as pivotal to developing effective education that can address environmental degradation and crisis, including the global climate crisis. However, there is considerable disagreement on how exactly place is important in education, and how place should be addressed within educational practice. To develop an effective engagement with place in climate change education, there is a need not just to understand the arguments for why a focus on place in education is important; but also the critiques of invocations of place in educational theory and practice. Place can be pivotal in climate change education, but only when considered within broader political, historical and global geographical contexts, and when relationships of reciprocity between human practice and experience, and nature and the non-human, are carefully and critically interrogated.

Looking back at the history of society, culture and institutions in Denmark can produce snapshots of the foundation of education and educational leadership. In some respects, the history of culture, society and education goes back at least 200 years. Educational theories, institutional structures and leadership practices can be framed as a quest for democracy, participation and knowledge, often based on the ideals of child-centred education and a school for all. School leadership was only a minor concern during this period.

Interprofessional education (IPE) is defined as when two or more professions learn from, with and about each other to improve collaboration and the quality of care. Curriculum development in IPE is complex as it typically involves faculty and students from several departments, institutions or even universities. However, the principles of curriculum development are similar. This chapter includes definitions of terms, the rationale for and educational theories underpinning IPE, interprofessional learning outcomes, activities and assessment.

Educators from all corners of the world traveled to Germany to inspect schools, universities, and other educational institutions in the late nineteenth and early twentieth centuries. The German educational system’s reputation even spread as far as China. In particular, the German vocational education model and the writings of Georg Kerschensteiner (1854–1932) received considerable attention in China, and continue to exert a great fascination among contemporary Chinese educators. This chapter aims to uncover the roots of the Chinese interest in Kerschensteiner’s theories on civic education, manual work, and his blueprints for institutional reforms. Based on a close reading of previously neglected Chinese-, English-, and German-language sources, it discusses how the socio-political situation within China, as well as international developments, contributed to the dissemination of his works. Kerschensteiner’s ideas inspired thinkers across the political spectrum, who used his writings to support liberal, socialist, authoritarian, and even anarchist reform agendas. This study thus broadens our understanding of international exchange processes in the field of comparative education and education theory. Furthermore, it questions assumptions about 1949 as a watershed date in Chinese education thought.

Current early childhood education (ECE) in China is a hybrid of multiple discourses which mainly consist of traditional Confucianism, Soviet socialist values and Western educational theories. Among these discourses, children’s rights, as one of the influential Western discourses, bring new ways of speaking and thinking about young children and their education to China. Based on a child right perspective, this chapter briefly reviews ECE policies in China in the last 30 years, summarizing key progress of Chinese government in achieving children’s rights in ECE. One example of progress is that young children’s rights have been gradually highlighted within policies, establishing a legislative link between children’s rights and their citizenship. Another example of progress is that a rights-based perspective is now being infiltrated into ECE curricula and practices through a series of policies, which emphasize children’s well-being, individuality and their rights to be heard. This paper argues that ECE in China has been influenced by multiple discourses, and therefore some contradictions about children’s rights exist. More attempts to construct a context-specific approach to young children’s rights are necessary and potential areas for future research are proposed and discussed.

The aim of this chapter is to provide a practical, evidence based, guide of how to teach phacoemulsification cataract surgery safely and efficiently using a combination of virtual reality and model eye simulation techniques and modern assessment tools. A review of the educational theory that underpins surgical training programs adds context to the design of these programs and reinforces the importance of sustained deliberate practice, when it comes to surgical training. The pros and cons of the Eyesi virtual reality simulator and a variety of high fidelity model eyes are discussed in detail, as are the assessment tools used to document progression towards surgical competence. The transition to live surgery is discussed in some detail with practical tips about how to manage the transition from novice to competent surgeon.

This chapter analyses how Spanish institutions, archaeological sites and publishers in the field of formal education are using Augmented Reality (AR) as an educational tool. After a decade since its arrival in the cultural world of Spain, augmented reality has undergone a process of implementation and settlement characterized by being in the background of activities, exhibitions and by apps with such short life cycles that only a few specific studies have been conducted. The use of AR in some Roman sites in Spain, the Sorolla museum in Madrid and the Alhambra in Granada are examples that are analysed in this chapter based on significant educational theories within the field of Heritage Education.

Can WhatsApp be used as an educational computer system? This question had not been answered conclusively by current research and was a global imperative for the computers and education research and practice communities given that over a quarter of the entire world’s population used WhatsApp. To advance the field, educational theory and practice and to give meaning to WhatsApp in education, empirical quantitative evidence was gathered with a questionnaire to measure mobile collaborative learning on WhatsApp. The results indicated that increased collaboration on WhatsApp improved academic achievement and improving other key aspects such as active learning, trust, support, formality, interaction and interdependence enhanced collaboration and, in turn, improved academic achievement. The study advanced educational computer theory and mobile collaborative learning theory and provided evidence-based learning design guidelines for incorporating WhatsApp into learning programs for improved academic achievement.

This chapter discusses the role of interprofessional education (IPE) in ECMO simulations. IPE simulation allows a multidisciplinary team to learn, practice, refine, and master the skills necessary to promote readiness to provide acute medical care to patients when needed. The strengths of IPE simulation are supported by several educational theories discussed in this chapter. Acquisition and retention of knowledge can be described through Miller’s pyramid in which a learner advances from the base (acquisition of cognitive knowledge) to the top (integration of knowledge through performance behaviors). Translating Miller’s Pyramid to IPE ECMO simulation provides a framework and practical guide for the development of educational programming in which team members build upon the foundation of discipline-specific knowledge, through team simulation, debriefing, and reflection on performance ultimately leading to improved patient care. While there are many benefits to IPE simulation, there are many challenges as well. Overcoming these challenges involves advanced planning, training of educators in simulation design and debriefing, commitment from the healthcare team, and support from the healthcare institution.

Producción Científica, Designing for effective and efficient pedagogical interventions and orchestration in complex technology-enhanced learning (TEL) ecosystems is an increasingly challenging issue. Learning analytics (LA) solutions are very promising for purposes of understanding and optimizing learning and the environments in which it occurs. Moreover, LA solutions may contribute to an improved evidence-based Teacher Inquiry into Student Learning. However, it is still unclear how can LA be designed to position teachers as designers of effective interventions and orchestration actions. This chapter argues for human-centered design (HCD) and orchestration of actionable learning analytics, and it proposes three HCD principles for LA solutions, i.e., agentic positioning of teachers and other stakeholders, integration of the learning design cycle and the LA design process, and reliance on educational theories to guide the LA solution design and implementation. The HCD principles are illustrated and discussed through two case studies in authentic learning contexts. This chapter aims at contributing to move the research community in relation to the design and implementation of Human-Centered Learning Analytics solutions for complex technology-enhanced learning ecosystems., Ministerio de Ciencia e Innovación (project TIN2017-85179-C3-2-R), Junta de Castilla y León (grant VA257P18), European Commission (project 588438-EPP-1-2017-1-EL-EPPKA2- KA)

Many real-world questions that professionals face occur in complex, dynamic environments where information is often sparse, e.g., clinical decision-making, cyber security, stock market prediction. In many cases, problems are open-ended without a single or optimal solution. Providing effective training in these ill-defined environments presents an important challenge for educators. Using the healthcare professions as a case study, this chapter outlines a framework for knowledge acquisition in the professions. It argues that dynamic, adaptive criteria must be identified based on educational theory, psychometric techniques, and properties of expert performance. From this approach, educators must develop assessment criteria that satisfice, framing problems in terms of an order of difficulty relative to the learner’s current level of comprehension. This reflects a quantitative approach to the zone-of-proximal development (ZPD), that removes the upper-bound for knowledge acquisition. In health professions education, this approach can be used to create a competency profile. Finally, given that professional practices often focus on the efficient use of resources, I argue that measures of the speed-accuracy trade-off should be used to assess expert performance.

This chapter considers the similarities between Constructivism and Social Constructivism, seen as two learning theories sharing a multitude of underlying assumptions. Major aspects, more specific to Social Constructivism, such as an emphasis on the collaborative nature of learning and the importance of a cultural and social context, are elaborated within the frame of an ‘education through science’ paradigm. Bruner’s ideas are introduced, especially emphasising the role of the teacher and instruction, plus different processes used by learners in undertaking problem-solving and socio-scientific decision-making. The need and constraints for curriculum change, initiated by Bruner, based on the notion that learning is a social process in which students construct new ideas, are discussed from different stakeholder viewpoints, building on students’ current knowledge and experiences. A theoretically justified case study, carried out under the framework of a research project, funded by the European Commission, is introduced. This focuses on a student relevant and motivational science teaching module, using the concept of contextualisation, re-contextualisation and de-contextualisation stages of the learning frame and encompassing a science for all philosophy associated with ‘education through science’. The uniqueness of the case study is the student’s socio-constructivist input into creating a scenario, which becomes the frame for initiating the overall teaching module, created by science educators. Also discussed is how a social constructivist approach covers different levels: learning and teaching. The overall conclusion leads to the recommendation that social constructivism, as an educational theory, needs greater acknowledgement in science education circles.

Bildung is a complex educational concept that has connections to both the Enlightenment and Romanticism. It has its roots in the late eighteenth century in Germany and has had a central place in educational philosophy and policy in central and northern Europe since then. In the history of education, one can identify at least five educational theories with reference to the basic ideas of Bildung: (a) Wilhelm von Humboldt’s classical Bildung, (b) liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. In this chapter, we discuss the development of the concept of Bildung as a humanistic theory and its relevance for science education. We show how Bildung, when it comes to science education among other disciplines, emphasizes both personal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of Bildung to issues of scientific literacy, education for sustainability, and transformative learning.

Significant research has been done on the use of simulators for military weapons training from initial weapons handling to robust mission planning scenarios. In the United States, less has been done to validate the use of simulators in law enforcement training. A brief history of law enforcement training is provided followed by a discussion of some points on adult educational theory that may inform current law enforcement training practices. Following a review of other disciplines using simulators for training, current practices integrating simulators into law enforcement training is provided. A short selection of the different types of simulators available to law enforcement is presented as background to the presentation of a current study regarding the use of a weapons simulator for new law enforcement cadets.

This research articulates my life as an international student grappling with my own life history, my present preoccupations, my dreams of future, both continuous and unprecedented. The complex roles of institutional structures, political and policy agendas, teaching protocols and educational theories are threaded through the subjective experience of the individual personal-myself, as articulated autobiographically. The study provides understandings of subjectivity from both West and East perspectives as well of the method of currere to articulate the issues I face as student, teacher, woman, and Chinese in Canada. It provides an example of how I use currere to acquire a deeper understanding of self.

The design of a simulation program is grounded in educational theory, experiential learning, and business management.

The continuous development and innovation of modern education theory and technology in the campus environment make the idea of “student-centered” become more and more popular. A variety of teaching forms with students as the dominant position appear. Computer-supported collaborative learning (CSCL) is now the primary form of collaborative learning. The current CSCL needs to be performed under the condition of network connection. Without a network, CSCL cannot be performed. The application of mobile social networks (MSN) will enable the dissemination of messages without network. Therefore, the efficiency of collaborative learning on campus will be greatly improved. This paper mainly studies the related algorithms of finding Top-k nodes in the campus community under the MSN environment to maximize the effect of collaborative learning. Finally, EpidemicRouter and SprayAndWaitRouter are experimental routes, analyzing the message delivery rate and response accuracy to verify the effectiveness of the algorithms.

This book opens up philosophical spaces for comparative discussions of education across ‘East and West’. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through various East Asian practices, from martial arts to health and spiritual practices (e.g. Aikido, Tai Chi, Yoga, mindfulness etc.), suggesting that these ‘traditional’ practices and pedagogical relations have something important to offer, despite their marginal standing in educational discourse. This book will appeal to all researchers and students of comparative education studies with an interest in issues of interpretation and translation between different traditions and cultures.

Simulation is an established educational method for teaching healthcare students and healthcare professionals alike. It can be used to improve the knowledge, skills, and abilities of learners in a realistic environment, while providing a safe space for addressing deficiencies. Emergency responders have vast experience and established professional identities. The educational methodologies used must take prior knowledge and experiences into consideration. Adult learning theory and training best practices will be applied to facilitate effective training of career healthcare professionals.

Preparation of pre-service teachers for parental engagement has struggled to find a consistent foothold within teacher education programs. A focus on EAL/D contexts brings many of the barriers and opportunities affecting parental engagement preparation into sharp focus, especially aspects confounded by neoliberal influences in teaching and learning such as the development of teacher professional capabilities requiring deeper relationality. This chapter draws on staple educational theories in teacher education programs, research literature, and relevant policy to contextualize the perspectives of three teacher educators on the place of parental engagement in addressing the demands of classrooms characterized by linguistic diversity. Issues at the intersection of these two important areas of teacher education, parental engagement in EAL/D contexts, are foregrounded and opportunities are identified for embedding effective preparation of preservice teachers to engage with these issues through a thematic approach.

Chapter two presents a biography of Maria Montessori and describes the key elements in her method when George, Naumburg, Pyle, and Parkhurst were students in her training courses. By 1910, Montessori had constructed the core features of her educational theory, known as the Montessori Method. Her educational theory was based on her medical education at the University of Rome, her work with children with mental disabilities, her intensive reading of the pioneer special education educators, Itard and Sequin, pedagogical anthropology and her first school, the Casa dei Bambini, in 1908, in Rome’s impoverished San Lorenzo district. Montessori’s view of the child holistically encompassed physical, sensory, muscular, social, intellectual, and moral development. All children, she believed, like all people, shared a universal human nature which led to common modes of development. Focusing on early childhood education, ages three to six, Montessori’s key principles were: children need liberty to fulfill their inner need to develop fully through their own self-, or auto-education; their self-education is optimal in a prepared structured learning environment with accessible didactic apparatus and material which they are free to choose and work out their own self- development; the first level of instruction develops sensory, muscular, and practical skills which lead to higher level cognitive, cultural, and literary skills. Montessori was recognized as an educational innovator in Europe but not widely known in the United States. George, Naumburg, Pyle, and Parkhurst played significant roles in introducing Montessori to Americans and in implementing the Montessori Method in the United States.

The current discussions about the decolonization of education and its relationship to issues of development raise important questions about the nature of colonial education and require us to avoid the reification of such notions if we are to gain an ample understanding of their meaning. It is important therefore to understand the complexities of educational discourse, policy and practices in colonial contexts, and how they were transferred to the “development debates” of the post-colonial era. The key theme that runs through all of these policy issues is the complexity of the issues involved and the need for a nuanced understanding of the ambiguities of educational theory and practice in an era of unprecedented radical political, social and economic change globally on the African and South African context.

This book examines how educational practice can be improved through practice-focused educational research. The editors and contributors explore the issues involved in breaking down boundaries between educational research and practice - research often seen as an elitist activity that can only be determined by a favoured few - as well as the socially constructed nature of boundaries between academic and vocational education. Containing illuminating case studies written by practicing teachers from the further and vocational education sector, it posits that educational research should enable teachers to learn from research in order to improve their own educational practice. This book will be of interest and value to scholars of further and vocational education, as well as those wanting to bridge the gap between research and practice.

Simulation facility design is emerging as new industry segment in the architectural, engineering, and design industry. While it is complex, many of the concepts can be borrowed from higher education, clinical settings, and education theory. Simulation facilities in healthcare seek to emulate an environment, at times clinical, that suits the desired outcomes and objectives of the training or assessment. The infrastructure to support these facilities differs from higher education or clinical environments, in that flexibility, storage, control, and debrief space must all be considered. As is the case in all facilities, flow and adjacencies (proximity of rooms) is also an important consideration. Following a basic premise that form follows function, having a good understanding of what the facility will be used for, in as granular terms as possible, will allow the designers to develop space(s) that meet the functional needs of the end-users.

Interchange: A Quarterly Review of Education, is published by Springer in collaboration with the University of Calgary, Canada. It started publishing in 1970 and embraces educational theory, research, analysis, history, philosophy, policy, practices and a particular interest in science education. In November 2017, I made an online search on the website of Interchange with the key words “Epistemological anarchism” and “Feyerabend” (www.springer.com/10780). This gave a total of 15 articles published since 1982. All articles were evaluated on the same criteria (Levels I–V) as in a previous study (see Chap. 3). Following the guidelines based on Charmaz (2005), presented in Chap. 3, and in order to facilitate credibility, transferability, dependability, and confirmability (cf. Denzin & Lincoln, 2005) of the results, I adopted the following procedure: (a) All the 15 articles from Interchange, were downloaded and after evaluation were classified in one of the five levels, I–V (for levels see Chap. 3); (b) After a period of approximately three months all the articles were evaluated again and there was agreement of 95% between the first and the second evaluation. It is important to note that all the articles evaluated in this study referred to epistemological anarchism in some context, which may not have been the primary or major subject dealt with by the authors. Detailed examples from different levels are presented in the next section. A complete list of all the 15 articles from Interchange that were evaluated is presented in Appendix 5. Distribution of all the articles according to author’s area of research, context of the study and level (classification) is presented in Appendix 6.

The chapter takes the problem space outlined by Martin Heidegger in his famously controversial lecture series What is called thinking? as a starting point to discuss which forms of thinking, which methods and bodies of knowledges in the academic discipline of education are promoted, and which are marginalized and devalued by narrow concepts of objectivity and rationality. I will focus on two questions in particular: Which forms of thinking do we intend to encourage and foster through education? And secondly, which forms of thinking and knowledge production are called for when we consider education and upbringing in the educational sciences, and what is the role of educational philosophy in this context? Building on Alice Crary’s work in Beyond Moral Judgment(2007), I argue that the critique of narrow conceptions of rationality and objectivity should not lead to a dismissal of these notions but rather to their broadening so that the cultivation of our affective and emotional sensitivities is understood as part and parcel of developing a rational and objective understanding of the world. Starting from such a revised conception of rationality, I further argue that it is one of the main tasks of philosophy of education, to keep alive the sense that it is possible and worthwhile to address the moral dimension of education in serious and rational argument without falling prey to a narrow focus on moral judgment nor to certain problematic forms of moralistic arrogance.

Entrepreneurship education has been initiated in higher education, especially Business Schools, as part of the curriculum but it is currently expanding to both pre- and post-university settings. It also encounters a split from academic environments to informal ones. At the crossroads of materializing educational needs in modern socioeconomic environments, this chapter aims to compare entrepreneurial teaching paradigms at different levels of the learner’s lifecycle. Once learning theories are important in supporting educators to precisely develop the pedagogy, compatibility between different theories and different levels of education underpins the systematic provision of entrepreneurial programmes across the learner’s lifecycle with consistent outcomes and evaluations. Drawing upon Illeris’s classification, this chapter addresses a selection of relevant learning theories to entrepreneurship: Dewey’s learning-by-doing, Kolb’s experiential learning, Lave and Wenger’s communities of practice, Engestrom’s expansive learning and Mezirow’s transformative learning. From a lifelong learning perspective, the chapter discusses which educational theories are better suited to the school level where the entrepreneurial programmes are implemented. Thus, the chapter contributes to the pedagogical perspective of entrepreneurship, for which research has been limited.

Clinical image interpretation is one of the most challenging activities for students when they first arrive at medical school. Interpretation of clinical images concerns the identification of three-dimensional anatomical features in two-dimensional cross-sectional computed tomography (CT) and magnetic resonance imaging (MRI) images in axial, sagittal and coronal planes, and the recognition of structures in ultrasound and plain radiographs. We propose that a cognitive transition occurs when initially attempting to interpret clinical images, which requires reconciling known 3D structures with previously unknown 2D visual information. Additionally, we propose that this 3D-2D transition is required when integrating an understanding of superficial 2D surface landmarks with an appreciation of underlying 3D anatomical structures during clinical examinations.Based on educational theory and research findings, we recommend that 3D and 2D approaches should be simultaneously combined within radiological and surface anatomy education. With a view to this, we have developed and utilised digital and art-based methods to support the 3D-2D transition. We outline our observations and evaluations, and describe our practical implementation of these approaches within medical curricula to serve as a guide for anatomy educators. Furthermore, we define the theoretical underpinnings and evidence supporting the integration of 3D-2D approaches and the value of our specific activities for enhancing the clinical image interpretation and surface anatomy learning of medical students.

Roland Reichenbach is referring to the Confucian notion of heart-mind and uses it to make remarks on the metaphysics of educational theory. Metaphysical thinking is concerned with questions and hypotheses about (i) the nature of the mind and the world, (ii) the foundations of ethics and aesthetics, and/or (iii) the proper course of moral self-cultivation. When it is questioned whether intercultural discourse on philosophy of education pays off, one can assume that on the basis of respect and care for ideas at least mutual inspiration is possible. In English, the term “Neo-Confucianism” has only been used since the twentieth century. According to John Makeham, it is an “umbrella term” for a philosophical discourse associated with individual thinkers who have been classified as belonging to different schools or sub-traditions since the Song dynasties, particularly “Learning of the Way” (道學), “Studies of Moral Principles” (理學), and “Learning of the Mind and of the Heart” (心學; cf. Makeham J, Introduction. In: Dao companion to Neo-Confucian philosophy. Dordrecht and others: Springer, pp. ix–xliii, p. xiii, 2010). If the concept of the heart/mind is of interest in the following, this derives from the background insight that there is no homogenous “school of heart/mind” and that there does not need to be one. “Heart/mind” or “mind-and-heart” is the English translation for xin (心). The “heart/mind” is a metaphor, no more, no less. Therefore, it will often be argued vehemently by the apologists of a central idea that the case in hand should “merely” be a metaphor. Still, it is evident from a metaphorical viewpoint (e.g. Lakoff G, Johnson M, Metaphors we live by. University of Chicago Press, Chicago, 1980; Blumenberg H, Paradigmen zu einer Metaphorologie. Suhrkamp, Frankfurt a. M. (Original 1960), 1999) that the central cultural and scientific concepts cannot be more than metaphors. The chapter values the heuristic power of the Confucian idea and the metaphor of the heart/mind for today’s understanding of educational theory and practice.

This chapter examines the comparative relevance of Paulo Freire’s philosophy of liberative educational theory and practice to the culturally embedded Ubuntu philosophy as transformative educational innovations that can provide new ways of re-conceptualizing the development of educational practice in Africa. Both Freire’s thesis and Ubuntu philosophy provide new avenues for approaching education in Africa by giving a human face to the curriculum and people-driven education system. The two theses redirect educational systems that were predominantly colonial and capitalist banking types of education that alienated both learner and teacher from new models of empowerment and consciousness. In view of the above, the chapter starts with reflective analyses of both Freire’s banking concept and the problem-solving model of teaching and learning and the humanity-oriented Ubuntu philosophy, the conceptual ideas of which are centered on interdependence and mutually beneficial relationships between people and their community. The chapter argues that with Ubuntu thinking originating in southern Africa and Paulo’s Freire’s philosophy originating in South America both philosophies find their roots and meaning in the humanity and the ethical values that inform and shape African educational thoughts and actions. This is because both educational belief systems advocate transformative, innovative, liberative, and collective consciousness realized through praxis, dialogical cultural codification of experiential teaching and learning, and respect of both teachers and learners. As such, both theoretical conceptualizations represent creative innovations that can transform the development of educational practice and pedagogy in Africa.

Anesthesiologists pioneered the use of simulation for medical education, and interest in this innovative educational program has exploded over the past decade. This chapter explores the leadership of anesthesiologists in patient safety, particularly in creating this critical tool. Educational theories that underlie effective simulation programs are described as driving forces behind the advancement of simulation in medical education. The chapter also details the requirements for program endorsement by the American Society of Anesthesiologists. The development of this endorsement process is discussed along with its anticipated benefits.

At its inception, simulation-based learning is rooted in robust application of educational theory. This chapter provides an overview of theoretical considerations for educators in the health professions interested in using this experiential modality to enhance effectiveness of their educational sessions. In addition, this chapter covers approaches to defining learners’ needs, the influences of emotions and cognitive load, and principles of assessment to incorporate into any educational activity.

This chapter will offer a twofold contextualization of the term ‘trans-action’. It will give an overview of the interdisciplinary reception of this publication, including areas such as philosophy, psychology, educational theory, political science and literary studies. This overview will demonstrate how other disciplines have utilized the notion of trans-action to offer a perspective on seemingly essentialist dualisms, including the perceiver and perceived in psychology, teacher and student in educational theory or text and reader in literary studies. Based on the fruitful reception in these fields, this section is followed by a summary that outlines the concepts of self-action, inter-action and trans-action. A framework that provides an encompassing narrative for the chapters in this volume will be developed, contributing to our understanding of how a sociological response to the notion of trans-action might unfold.

The traditional teaching and the multimedia network teaching have their own advantages and limitations. The harmonious integration of these two teaching modes can make up for each other’s weaknesses and give full play to the best overall effects of our teaching. Guided by the constructivism theory, the humanism theory and the harmonious education theory, this paper explores the contradiction between the traditional foreign language teaching and the multimedia network teaching, expounds the characteristics of the two kinds of the teaching harmony, and puts forward solutions to how to achieve the harmony of the foreign language teaching.

Learning-by-doing is an educational theory which establishes that the students learn in a more effective way if they are involved in experiences of the real world instead of passively listening. In the HCI course of the Master Program in Informatics, of the Pontifical Catholic University of Peru, the professors proposed the active-learning approach for the teaching of several topics related to HCI such as usability, user-centered design, human factors, accessibility, ergonomics and internationalization that are nowadays relevant concepts for the design process of graphical user interfaces. For this purpose, we received the committed collaboration of a local financial entity, the BBVA Continental Bank, which voluntarily agreed to establish a set of requirements for the design of GUIs that support the implementation of new features in ATMs. This proposed exercise has allowed the students to apply what they learned in real work situations, and to consolidate the discussed concepts from practice.

The first Free Waldorf School was established with a fully formed curriculum, educational structure and set of teaching methodologies developed by Rudolf Steiner over a period of three months and immediately implemented when the school opened in September 1919. However, Steiner’s approach to ‘the problem of education’ had long been in gestation and was informed by the accumulation of many different influences: from ancient Greek and Roman societies; the scientific writings of Goethe and eighteenth century German Romanticism; movements in progressive education; and his own lengthy empirical studies into the nature and evolution of the human being in modern society.