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In this paper, we discuss the historical relationship between empathy and reasoning from a historical and philosophical (continental and Western philosophy) point of view. We explain how empathy has lost its original aesthetic connotations through its journey from one language and culture to another. Nowadays, we often find a quite reduced understanding of empathy in psychology or education. Following this historical overview and opening up the notion of empathy to its aesthetic origins, we then apply a phenomenological lens and argue that reasoning and perspective-taking are interrelated with empathy, if we understand the importance of human embodiment: We argue that any reasonable argument relies on the fact that we indwell the world through a similar body. It is within this nexus of similarity and difference of embodiment and perceptions that our experiences can interlace. With this argument, we are hoping to address the distrust towards empathy as well as break open simplified conceptualizations of empathy in education towards a more complex understanding of this phenomenon.

In this research, it is aimed to examine the perceptions of artwork of middle school 5th, 6th, 7th and 8th grade students within the scope of Art Criticism and Aesthetics learning field acquisitions in the Visual Arts Curriculum. This research is a qualitative research and was designed in the general survey model, which is one of the descriptive research types. Middle school students in the study group of the research were selected according to the easily accessible sample type from the purposeful sampling strategy. Accordingly, the study group of the research consists of 100 students studying in the 5th, 6th, 7th and 8th grades of a middle school in the 2020-2021 academic year. The data were collected through a form consisting of 11 questions prepared to determine the students' perceptions of artwork. Descriptive analysis method was used to analyse the data of the research. The data obtained were analysed in two stages; determining the frequency and percentage values according to the number of students choosing the pictures which are artwork or non-artwork, the density of the sentences in which the students stated the reasons for choosing the pictures, and the determination of categories and themes according to the answers given in accordance with the purpose of the research. Among the results of the research, it is seen that especially colour, perspective, composition and realism are effective in the selection of some works. While the sentences stating the reasons for the preference of the students who chose the work of art mostly developed in line with the field of art criticism and aesthetic learning, it was observed that the answers of some students were not conscious.

This research was carried out in order to determine the anxiety levels of the students of the Faculty of Sport Sciences, who are studying at Mehmet Akif Ersoy University in the province of Burdur, in the Republic of Turkey, according to their departments, due to their social appearance. The population of the research is Mehmet Akif Ersoy University, a higher education institution in Burdur, and the sample is a total of 201 university students, 57 female and 144 male, studying in the "Physical Education and Sports Teaching, Sports Management and Coaching Education" departments of the sports sciences faculty of this university has created. The "Social Physics Anxiety Inventory" scale, which was developed by Hart et al. (1989) and was adapted to Turkey by Mülazimoglu, Balli, and Asçi (2006), consisting of 12 items and two sub-scales, was developed by Hart et al. (1989) in order to measure students' anxiety levels towards their social appearance (Dogan, 2010; Mülazimoglu-Balli & Asçi, 2004). Only the 7-item part, which is suitable for the characteristics of the Turkish people, was used. Appropriate SPSS program was used for the analysis of the data obtained in the research. In addition, before starting the research, the students filled out a "Voluntary Consent Form" to declare that they participated in the research voluntarily. "Pearson Correlation" test to examine the relationship between variables, the "Independent Samples" test to detect the effects of variables on each other, and the one-way analysis of variance test (One-Way ANOVA) to detect the difference between groups, and multiplexes to find between which groups this difference is "Bonferroni" test which is one of the comparison tests (Post Hoc) was applied. Significant differences were taken as p < 0.01 and p < 0.05. As a result of the research, it has been determined that there are positive and negative significant differences in the anxiety levels of 51 female and 144 male students studying at Burdur Mehmet Akif Ersoy University, Faculty of Sports Sciences, Physical Education and Sports Teaching, Sports Management and Coaching Education departments. Regarding the evaluation of these determinations, it can be said that female students are more sensitive than male students in terms of social appearance.

In this study, by determining the thoughts of women footballers about their experiences in football fields; aims to reveal female footballers and social reactions, and to take steps towards solving the problems. A semi-structured interview form created by the researchers consisting of a total of five questions was used in the interviews with the female football players who are studying at the Physical Education and Sports Department. In the process of creating the questions in the interview forms, a literature review was conducted, and expressions describing the existing situation were included. As a result of the interviews, the concept of "hegemonic masculinity" formed our main theme. There are three sub-themes under the main theme of hegemonic masculinity, which are "negative discrimination, discourses, and expectation". These main and sub-themes that are determined contain various codes. In the light of the data obtained, it could be noted that female football players have not yet earned their rights adequately compared to male football players in 2020, and they have not, however, overcome the barriers of the male-dominated football world in the field and their social lives.

The purpose of this article is to introduce collective musical cognition as a mode for developing diagnostic critical thinking in music at all levels of the educational continuum--kindergarten through graduate school. It defines and illustrates how collective musical cognition is influenced by relevance, dialogue, and reflection as social and educational practices in the classroom. Relevance, dialogue, and reflection--the three components of collective musical cognition--are critical social practices that transform music education pedagogy, whether practiced in the orchestral rehearsal room, the general music classroom, or the choral and band rehearsal rooms. The prevailing idea is student engagement: student engagement with the teacher; student engagement with fellow students; student engagement with and about music; and student engagement with pedagogical procedures that produce successful outcomes for students and teachers. Collective musical cognition yields an array of learning outcomes that are lasting because the pedagogy mirrors what musicians do. Collective musical cognition is a form of community learning because musical thinking and verbal thinking about music are publicly shared in class. Musical and verbal dialogues that result in collective musical cognition are democratic in nature, as we view dialogue as a catalyst to develop an atmosphere of social equality within the classroom.

Students' perceived values and costs of learning chemistry influence their performance and intentions of choosing chemistry-related majors or careers. Based on Situated Expectancy-Value Theory, this study adopted a mixed method approach to examine the conceptualization of values and costs among Chinese high school students and identify their relations with chemistry test performance across gender. Qualitative content analyses revealed that students' perceived values for chemistry could be categorized into five broad categories: utility value, epistemic value, intrinsic value, aesthetic value, and social value. Chi-square tests and multidimensional scaling revealed that boys and girls perceived values and costs in different ways: relational utility value was more salient to boys while practical utility value and epistemic value were more salient to girls; Girls perceived greater distinctions among different types of values (i.e., epistemic- and emotional-related values) and costs (i.e., emotional and ego cost) than boys. Independent t tests showed that boys reported mostly higher values and lower costs than girls. Hierarchical multiple regression found that gender, intrinsic value, social value and cost significantly predicted students' chemistry exam scores. In addition, the interaction between gender and social value was identified. This study highlights the complexity of perceived values and costs of learning chemistry and provide implications for developing activities or interventions that foster student engagement in chemistry learning.

This article explores intercultural education research about intercultural encounters as aesthetic phenomena. I will argue that Gadamer's notion of "hermeneutical identity" when encountering an artwork can enrich intercultural education studies' (IES) conceptualisations of an event-based research and pedagogy, conceived as a mode of response to a personal address. Drawing on Emmanuel Levinas' ethics as first philosophy, IES's current ethical turn posits responsibility for the (radical) other (as a pre-ontological being-in-relation) -- with the resulting fracturing of our self-directing ego -- as the first reality of the self. In this article, I argue that Gadamer's hermeneutics speak to the curious methodological paradox, which results from IES' turn to Levinas. Here, Gadamer provokes fruitful methodological questions as to the kind of 'research aesthetic' that could plausibly emerge from such event-based research and pedagogy -- when it seeks to sustain ontological/epistemological openness and not give (fully) into the 'betrayal' of (scientific) language.

Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken up such calls and have responded to complex humanitarian issues, specifically anti-Blackness racism, using critical frameworks that demand change in the arts in education (Kraehe & Herman, 2020; Rolling, 2020). Revealing systemic inequities and thereby demanding fresh approaches for understanding the lived experience in and through the arts in education, one such framework, intersectionality, has received fresh attention, partly because of COVID-19 and the resurgence of the #BlackLivesMatter movement. Specifically, Black women art educators (Peoples of the Global Majority) have begun to shift the discourse in the field to document the complexity of lived experiences using intersectional feminist frameworks (Acuff, 2018; Coleman & Wilson, 2020; Wilson, 2020). The authors suggest that change in art education requires reconsidering what aspects count as essential arts tendencies and knowledges, and whom these tendencies may or may not serve.

Museum-based mathematics exhibitions are increasingly prominent but under-theorized learning environments. In this study, we analyse the curriculum of United States mathematics exhibitions developed in the early 21st century in terms of their complex suggestions about the nature of mathematics and mathematical sense-making. We apply Rancière's notions of politics and aesthetics to explore what we describe as dissensus present in the texts, images, and multi-sensory exhibits of several major mathematics exhibitions. Our analysis characterizes this dissensus as a paradoxical mix of alternative and familiar mathematical aesthetics. On the one hand, we identify an alternative aesthetic emphasizing everyday ubiquity, sensuality, and informal sense-making. At the same time, we identify a countervailing emphasis on dominant notions of mathematics as esoteric, immaterial, and formal-symbolic. Museum mathematics efforts sometimes describe themselves as expanding how the public views and defines mathematics. A close examination of the exhibitions in this study reveals a complex picture, in which dominant and alternative forms of mathematics are co-present. The analysis suggests that museum-based mathematics researchers and practitioners view their work as containing political and aesthetic dimensions that can disrupt or reify what society counts as mathematics.

Objective: Height is a significant, yet under-studied dimension of body dissatisfaction in men. The present study examined the relationship between height dissatisfaction, height, muscle and fat dissatisfaction, body ideals, and eating disorder symptoms in men. Participants and methods: Participants were a sample of male undergraduate Australian students (N = 224) who were administered self-report measures of height, muscle, and fat dissatisfaction, eating disorder symptoms, and muscle and body fat body-ideals, and reported their height. Results: Results showed that height, muscle dissatisfaction, and desired muscularity were important for explaining height dissatisfaction. Additionally, although eating disorder symptoms did not uniquely predict height dissatisfaction, there were small positive correlations between height dissatisfaction and eating disorder symptoms. Conclusions: This study highlights the importance of height in male body dissatisfaction and its association with muscular dissatisfaction and desired muscularity, as well as the potential significance of height in male eating disorders.

Overemphasis on appearance and strong appearance stereotypes to date are expected to contribute to the challenges and distress of people who live with skin conditions and those with appearance distress. Skin conditions are highly prevalent and are often associated with high levels of distress and disruption in the life and well-being of patients. On the other hand, demand for cosmetic procedures and elective plastic surgery has been increasing. Psychological interventions in the field of skin and appearance rarely feature person-centred approaches. We intend to fill this gap by: Juxtaposing symptom-based and person-centred conceptualisations; Presenting person-centred ways of working therapeutically of skin and appearance related concerns and Discussing potential challenges in application of the approach in this field.

A growing and influential cohort of Black scholar-creatives are choosing to think, theorize, aesthetically practice, and articulate blackness (Black being and living) in excess of a settled Western racial logic (nonbeing) that produced it. I set forth to advance a paradigm of Black study for thinking and theorizing the intersections of Black livingness and its inherent fugitivity within and beyond chattel enslavement. By expanding on the concepts of Black compositional thought and wake work, I illuminate an assembly of metaphors and materialities, working collectively to articulate the overall, ongoing condition and circumstance of Black life as a predictable and constitutive aspect of existing in the shadows of antiblack violence. Juxtaposing Torkwase Dyson's aesthetic practice in concert with Christina Sharpe's theorization of reading metaphors of Black life in diaspora (the wake, the ship, the hold, the weather), I expose how creative production and Black consciousness serve as tools for refusing "death" and offer possibilities for living.

The work in this article (re)traces the nuances embedded within the aesthetics of the Wu-Tang Clan to draw attention to two theoretical, Wu-based concepts: "Shaolin" and "swarming." This article leans into fugivity and critical race theory (CRT) to demonstrate how hip-hop music can be a capacious avenue for theorizing alternate ways to disrupt hegemonic, oppressive, and racist educational structures and master narratives. In particular, we use two Wu-Tang tracks (e.g. "Can it be all so simple," "Triumph") to demonstrate how static approaches to hip-hop--specifically the Wu-Tang--reduce and flatten engagements with hip-hop music in educational contexts. Central to our argument is that the aesthetics of the Wu-Tang Clan are more than economically damaged narratives that tether various culture entities together: Wu-Tang "is" theory.

John Dewey's aesthetics subverts and transcends traditional aesthetics. He applied his empiricism philosophy into the field of aesthetics and re-established the significance of aesthetic experience. Aesthetic experience comes from daily experience; hence it is not fundamentally different from students' biological learning experience. Based on students' life experience, aesthetic education advances to the climax in biology teaching in a compact and continuous way. In this process, the students' emotions combine practice and intellect into an indivisible whole, forming "an" experience. The way of learning by doing and the support of necessary techniques make the students' inner impulsion interact with the outer resistance, so that "an" experience is strengthened and concentrated into aesthetic experience. However, there still exists a research blank in aesthetic education in biology from Dewey's perspective. As the early exploration, this case study aims to answer 'Is it possible for students in secondary schools to construct aesthetic experience through biology learning?' Thus, we designed a bio-macro-photography activity as the learning environment, and analysed the characteristics of life-nature, coherence, unity, and interactivity stemmed from the two participants' experience in phenomenological sense, the result of which indicates that students' biological learning experience is aesthetic experience at the same time.

Overuse injuries are the most prevalent injuries in aesthetic sports, due to the repetitive nature of the training. Evidence of their relationship with growth, maturation, and training load is equivocal. The objective of this study was to investigate the effects of these factors on overuse injuries in dance and aesthetic sports. A database search was conducted using standard methods for article identification, selection, and risk of bias appraisal. The eligibility criteria for inclusion in the study consisted of peer-reviewed articles using any type of study design. Twenty-three studies met the criteria. These studies were cross-sectional in design, focusing on dance, gymnastics and diving. Nineteen studies indicated a positive association between growth, maturation, and overuse injuries and a further 6 reported a positive association with training load. There were inconsistencies in how the included studies accounted for important confounding associations of growth and maturation, in addition to showing high or unclear risk of bias. In conclusion, both the quantity and quality of research available on growth, maturation, and training load in association with overuse injuries in dance and aesthetic sports is lacking. The methodological approaches used, combined with the heterogeneity of the investigated populations, lead to equivocal and thus inconclusive results.

This article takes a close look at the Czech children's magazine "Materídouška" from 1945 to 1989 and analyses it as a historical source for children's subjectivities in a socialist society. "Materídouška's" promotion of happy socialist childhoods employed aesthetic strategies and narratives that combined strict norms with readers' participation and thus invited the child reader to take part in the development of its own socialist subjectivity.

Many educational approaches to the ecological crisis posit fundamental causes that we can conceptually isolate and address. For instance, it is often claimed that a certain kind of manipulative or mechanistic way of thinking is responsible for the destruction underway. However, to say 'mechanistic' thinking caused the crisis itself risks thinking mechanistically about the relationship between thought, action and world, whereas trying to manipulate educational systems to not be manipulative seems incongruent. Can we take such warnings seriously without reproducing what they call out, or are we trapped in the echoes of their influence? Do we need to rethink the very framing of problem and solution? In response to this issue, I develop an understanding of 'ecologising education' by attempting to engage 'ecologically' with Michael Bonnett's recent thinking. The nonfoundational, pluralistic and redemptive nature of ecologies transform destruction into resource, so ecologising education could look for collaborative transformation immanent within the turmoil, and consider how humans can support such self-healing processes. In that vein, I also explore a nonfoundational, pluralistic and redemptive approach to dialoguing with Bonnett's identified core causes (scientism and the metaphysics of mastery), and core solution (retrieving experience of nature as self-arising, transcendent and whole), as a means to ecologising the educational space we both share.

Curiosity, creativity, and aesthetics are typically studied separately. The extent to which they share psychological and neural mechanisms is not well understood, despite all being linked to broader personality characteristics like Openness to Experience and are driven by a desire for information and knowledge. Here, we review evidence and advance the hypothesis that creative and aesthetic experiences depend on curiosity as a driver of information-seeking and exploratory behavior because they are exemplars of situations that highlight gaps in knowledge or require problem finding and solving. At the psychological level, we link curiosity, creativity, and aesthetics to Openness to Experience and to ones' semantic memory. We demonstrate how Openness is a critical personality trait in enhancing curious behaviors, as well as creative and aesthetic acts. Furthermore, we highlight the role of semantic memory in such information-seeking behavior, leading to knowledge acquisition. At the neural level, we examine the neurobiological underpinnings of these constructs in relation to the mesolimbic dopaminergic reward system, as related to information-seeking. Finally, we link creativity and aesthetic experience and discuss how stages of art viewing and making relate to curiosity. Thus, we argue that information-seeking, the key behavior attributed to curiosity, motivates both creative and aesthetic activities.

Generalised Joint Hypermobility (GJH) is a heritable disorder of the connective tissue that manifests as extreme range of motion in the joints; it is considered both an asset and health risk to the dancer. Recently, links between GJH, anxiety, emotional and mental wellbeing have been established. The experiences of GJH in professional dance artists (five male, four female; mean age = 32.3 yrs; range = 25-40 yrs) and Ballet masters (3 female & 1 male, mean experience 30.8 yrs.) were explored through semi-structured interviews (45-60 min). A biopsychosocial filter and qualitative reflective thematic approach were applied to the analysis. Emerging themes include; hypermobile aesthetic, professional values and preconceptions, choreographic trends, company strategies, intellectual curiosity, pedagogy and leadership. Participants agreed dancers with GJH characteristics met the direction and desired aesthetic for today's dance companies and choreographers. They showed a good understanding of the strengths and challenges of GJH but did not directly associate any psychosocial traits. The findings demonstrate that whilst commonly exploited for choreographic gains, the health risks and experience of GJH are not understood in the professional dance environment. Finally, we translate the practical implications of our findings for teaching dance in developmental environments.

Purpose: Gamification appears to be one of the most important levers for improving performance and engagement in training programs. Moreover, gamification has been considered as critical to researchers in organizational learning. The main purpose of this study is to provide a general overview of gamification studies in the organizational context. Design/methodology/approach: This systematic literature review has been synthesized by reviewing the majority of literature reviews as well as carefully selected primary research studies published between 2010 and 2020. Findings: The result of the study revealed that gamification has become a popular technique to improve employee and organizational capabilities. The features of the gamification have been reviewed from three mechanics, dynamics and aesthetics perspectives. Additionally, three primary, middle and optimal affordances and core functions of gamification in organizational learning have been identified and examined. Originality/value: This paper fills a gap in the literature regarding the gamification field for systematic review results in an organizational learning context.

Physical appearance perfectionism (PAP) is prevalent in the Philippines. Studies have shown that body features such as the color of one's skin, height, weight, hair length, and clothing one wears are often a cause for discrimination in schools and workplaces. This study aimed to analyze the relationship between PAP, mental health, discrimination, and other sociodemographic variables. A questionnaire, which included the Physical Appearance Perfectionism Scale, was distributed via convenience sampling to Filipinx youth aged 18 to 30 residing in the Philippines. Data collected from 959 Filipinx youth demonstrated that physical appearance perfectionism is high: specifically, the sub-domain of Worry about imperfection. Significant stress and depression were risk factors for PAP in all respondents for both perfectionism domains and, particularly, the sexually diverse youth. Notably, social media as an instigator of these triggers was refuted because Instagram was found to be a protective factor. We concluded that there is a significant relationship between mental health conditions and physical appearance perfectionism. The higher the level of stress and depression, the greater likelihood of PAP. Experience of everyday discrimination may also be a factor in worrying about imperfection and hoping for perfection.

A commonplace sight is seeing other people walk. Our visual system specializes in processing such actions. Notably, we are not only quick to recognize actions, but also quick to judge how elegantly (or not) people walk. What movements appear appealing, and why do we have such aesthetic experiences? Do aesthetic preferences for body movements arise simply from perceiving others' positive emotions? To answer these questions, we showed observers different point-light walkers who expressed neutral, happy, angry, or sad emotions through their movements and measured the observers' impressions of aesthetic appeal, emotion positivity, and naturalness of these movements. Three experiments were conducted. People showed consensus in aesthetic impressions even after controlling for emotion positivity, finding prototypical walks more aesthetically pleasing than atypical walks. This aesthetic prototype effect could be accounted for by a computational model in which walking actions are treated as a single category (as opposed to multiple emotion categories). The aesthetic impressions were affected both directly by the objective prototypicality of the movements, and indirectly through the mediation of perceived naturalness. These findings extend the boundary of category learning, and hint at possible functions for action aesthetics.

This paper reflects on a research-creation project that investigates the ways in which surveillance is experienced by youth as an embodiment that might be difficult to articulate in words but rather expressed affectively, through emotion and social practice. Our argument is that the aesthetic intervention provoked by research-creation can instantiate encounters that capture surveillance as an ineffable experience of everyday life. We situate our methodological claims in a concrete case study that considers youth engagement with a commissioned contemporary art project. Drawing on the writings of child and youth psychoanalyst W. D. Winnicott, we theorize the importance of a facilitating environment to create the conditions for young people to freely and playfully express meanings they make in their encounters with art. Research-creation suggests a perspective of resistance and failure as productive and constitutive of the possibilities of coming to know, both for the research subjects and ultimately for the authors in their orientation to research inquiry.

This article reports findings from a study using arts-based and embodied (ABE) approaches to enhancing capacity for distributed leadership and explores the professional learning which took place as a result. The data reported in the article are from the UK research which formed part of the ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) project led by the University of Hertfordshire, UK, co-funded by an Erasmus+ grant over a two-year period between 2019 and 2021. The article indicates why we see the professional learning as transformative and proposes a concept of aesthetic grounding to express the nature of change arising from the ABE approaches used. Aesthetic grounding has a generative and organic quality that introduces new elements and potential into participants' future reflexive deliberations concerning their professional practice. Through enrichment of aesthetic grounding, there is potential for, but not certainty of, transformation of practice.

Research suggests that high school students often have negative experiences with mathematics. To address this challenge, this paper shares findings of a design-based research project in which researchers and teachers developed and used a narrative approach to lesson planning in order to design lesson experiences that provide opportunities for high school students to become captivated with mathematical content ("CMLs"). The goal of this approach is to provide students positive aesthetic opportunities, such as inspiring student curiosity, while maintaining cognitive demand and coherence. Overall, students reported more positive, varied aesthetic experiences (e.g., suspense, surprise) in CMLs than in other lessons with the same teacher and students. These findings provide evidence that designing lessons as mathematical stories shows promise and can offer students more positive aesthetic experiences in mathematics.

A large body of research has outlined how mental models are formed by comprehending texts, yet relatively less work has been conducted in the field of comprehending artworks. Trans-symbolic comprehension (TSC) processes have been theorized to partially account for how mental models are formed across media. The current study tested whether participants use these processes similarly across reading stories and viewing paintings. The current study also tested whether the frequencies of TSC processes predict the aesthetic responses of understanding, interest, and pleasure. Participants typed out their thoughts while viewing paintings and reading texts. The think-aloud protocols were then parsed and coded for TSC processes. Results indicated similarities in TSC processes across both texts and paintings; however, the association between the TSC processes and aesthetic responses were greater for the texts than for the paintings. Overall, the results provide support for the TSC framework.

Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how "The #FEAS Report," a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, "Sexism, Higher Education, and COVID-19: The Australian Perspective" to a wider public. Three creative tactics for research communication were used: "DIY aesthetics," "humour," and "situated bodies." These communication tactics enabled the researchers to think differently about what research findings mean, and how to articulate them in ways that are intelligible. The paper shows how these tactics worked to bring findings to audiences beyond the academy and ask audiences within the academy to think differently about research reporting and knowledge communication. The paper considers how performing research in this way generates different conversations that compliment those started by more common ways of presenting research findings, and most importantly, how crucial it is for feminist researchers to make space for the creative within contemporary higher education.

This article describes the newly developing form of poetic duets in Libras (Brazilian Sign Language). What do the two people performing a sign language duet poem do to make a duet different from a solo poem? How can we categorize their actions and the effects that these actions create? Drawing on examples of duet poems in Libras, we analyze different types of sign language duets to understand what is added to signed poems when two people perform what cannot be produced by a solo signed poetic performance. Duets in which signers are arranged front-to-back, side-by-side, or above-below display a range of effects related to the modes of signer coupling, the symmetry created, and figure-ground roles. A clearer understanding of the potential of poetic duets in sign language contributes to the development and appreciation of the genre and to the aesthetics of signed literature generally.

Integrating twenty-first century competencies into the curriculum has become an important issue for education reform worldwide. This study examines and compares twenty-first century competencies demonstrated in mother tongue curriculum standards in China, the United States and Finland. It identifies key similarities and significant differences among them. It shows that the Finnish Curriculum has a more balanced distribution of twenty-first century competencies. While communication and critical thinking are stressed in all three, critical thinking is prioritised in the American Curriculum. In addition to communication and critical thinking, the Chinese Curriculum emphasises citizenship based on national identity, metacognitive strategies and aesthetics. The American Curriculum focuses on information and ICT literacy, and the Finnish Curriculum highlights personal and social responsibility concerning cultural awareness and citizenship. The significant differences between these three Curricula are related to the countries' tradition of curriculum theories -- the Chinese integrate Western theories and the Confucian tradition, the American follow the Anglo-American curriculum and the Finnish have roots in "Bildung-Didaktik." Curriculum objectives should take into consideration both subject knowledge and skills and the student as a whole person. Additionally, different curriculum traditions should be considered and learned during the curriculum design process.

This article argues that a combined lens of affect theory and the aesthetics of religion provides scholarship with new methodological and theoretical insights for phenomenological religious education. These insights demonstrate the analytic value of understanding religion in terms of its affective and aesthetic dimensions, which offer renewed explanatory power for the variety of religious experiences individuals and communities undergo. In particular, these insights allow educators and students to explore what drives religious practices in everyday life without resorting to essentialist, reductionist or universalist accounts. It is suggested that reframing phenomenological approaches in religious education has the potential to make a vital contribution to developing new sensibilities of the 'secular' and the 'religious', especially in contemporary multi-religious societies. Finally, it is argued that the innovations offered by reframed phenomenological approaches provide a promising theoretical and methodological platform in religious education for engaging with the affective and aesthetic dimensions of religion.

AI and robots have the potential to transform Higher Education (HE) but pose many ethical and implementation challenges. To ensure the widest debate about our choices for the future of HE with these technologies, engaging ways to present the issues are needed and this article is part of an exploration of the potential of fictional narratives to do so. Specifically, the purpose of this article is to enrich understanding of quality in such fiction-based research, through analysing responses to a collection of fictions from a group of expert readers. A starting point was synthesising previous attempts to articulate notions of quality. The discussions with the readers suggest that the key qualities were substantive contribution, credibility, resonance, ambiguity and aesthetics; rich rigour and sincerity need also to be considered. Fiction has a place in educational research because it enables one to imagine vividly different possibilities, presents issues in an open-ended way, and is engaging.

This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning teachers. We call these practices the 'poetics of mentoring,' and used them as analytic lenses to theorise mentors' unique approaches to working with mentees. Data included individual semi-structured interviews, a focus group interview, and expressive artefacts that mentors created to illustrate their practice holistically. Our findings revealed how and why mentors reflected aesthetic, intellectual, and moral endeavours in their practice, and how they worked together as a community to share and critically assess one another's aesthetic, intellectual, and moral practices. By examining mentoring as a relational and holistic activity, this study emphasises meaning-making in teaching and learning to teach, making visible the often unnoticed, and rendering the intangible, tangible. In guiding discussions on teacher preparation within international contexts, this study shows that teacher preparation must attend to teacher-students holistically, and that sustaining teachers begins first with caring for teachers' well-being, so they in turn can safeguard the well-being of their students.

Aestheticians pointed out that the long immersion in the beautiful environment plays an important role on the moral education. The research mainly tested the opinion and examined the influence of the environmental aesthetics on moral behaviours and immoral behaviours. Meanwhile, we also further explored the possible pathways for environmental aesthetics influencing moral education, the mediating role of moral disengagement. We invited 334 junior high school students to complete relevant questionnaires. The results found that the higher environmental aesthetics, the lower moral disengagement, and further the higher moral behaviours (the number of donations) and the lower immoral behaviours (lying behaviours). The results also found that the mediating role of moral disengagement in the relationship between environment aesthetics and immoral behaviours. But the moral disengagement didn't play a mediating role in the relation between environmental aesthetics and moral behaviours. These results demonstrated the effect of environmental aesthetics on moral education.

Background: In the study conducted with primary school students, the differences between STEM and STEAM activities and environmental awareness and environmental aesthetics were examined. Purpose: This study aims to examine the effects of traditional methods, STEM, and STEAM-based activities on primary school fourth-grade students' environmental awareness. Besides, the extent to which an aesthetic view predicts environmental awareness was also examined. Sample: In the study, practices were carried out on six fourth grade classes located in the state primary schools in Basaksehir district of Istanbul province, which were selected using the random cluster sampling method. Design and methods: In the study, a quasi-experimental design with a pretest-posttest control group was used. At the end of the applications, the Environmental Awareness Scale and the Aesthetic View Scale developed by the researchers were applied to the students. As a result of the research, it has been observed that STEM and STEAM-based applications are effective in gaining both environmental awareness and aesthetic perspective, but the traditional method is effective in gaining environmental awareness, but not in gaining an aesthetic view. Results: According to ANOVA results to determine which application is more effective in gaining environmental awareness and aesthetic perspective, STEM applications are more effective than traditional applications, and STEAM applications are more effective than both traditional and STEM applications. In the regression analysis, it was seen that the aesthetic view explained 22% of the variation in environmental awareness. Conclusions: According to the results of the study, conveying only environmental knowledge to the students in environmental education may be insufficient to reach the intended goal. To raise environmentally sensitive students, it can be said that in environmental education, attention should be paid to gaining affective behaviours and giving students an aesthetic view and cognitive behaviour.

During the COVID-19 pandemic, face masks have been widely used in daily life. Previous studies have suggested that faces wearing typical masks that occlude the lower half of the face are perceived as more attractive than face without masks. However, relatively little work has been done on how transparent masks that reveal the lower half of the face affect the judgment of facial attractiveness. To investigate the effect of transparent masks on the perceived attractiveness, in the current study, we asked participants to rate the attractiveness of faces without masks and with a typical opaque mask and a transparent mask. The results showed that faces wearing opaque masks were evaluated as more attractive than those wearing transparent masks or no masks. The benefit of opaque masks was more pronounced in faces that were initially evaluated as unattractive. Interestingly, wearing transparent masks decreased the perceived attractiveness of faces but only for the faces initially rated as attractive, possibly because of the visual distortion of the lower half of the face by transparent masks. In summary, we found that opaque and transparent masks have different effects on perceived attractiveness, depending on the attractiveness of faces. Given benefits of transparent masks in socio-emotional and cognitive processing, it would be important to further understand the effect of transparent masks on face information processing.

School operates as a space/place where girls must navigate and negotiate different aspects of their identities further adding to the complexities of Black girlhood. The scantiness of sociological scholarship surrounding Black girls from the Dutch West Indies elucidates this article's importance. I conducted audio- and video-recorded interviews with nine Afro-Caribbean girls ages 14-17 years old. The interviews were interpreted using an Afro-Caribbean transnational feminist framework which specifically centres the lives of the girls. Findings reveal that Afro-Caribbean girls navigate school by negotiating their decisions about their hair, appearance, and dress to resist heteronormative ideas in Sint Maarten. This paper is a part of a larger project where I examined how Afro-Caribbean girls from the island of Sint Maarten conceptualise what it means to be a girl and to understand how they narrate, navigate, and negotiate their girlhood experiences.

This article examines the formation and impact of a supportive networking community of practice (CoP) for women faculty and staff at a university in the southeastern U.S. Barriers to success for women in higher education, both during and after the COVID-19 pandemic, are discussed. The framework of systems convening and the ways in which the CoP conducts this important work are explored. The article concludes by conveying the importance of such social learning spaces for women. Strong communities of this type can contribute to the success of females in higher education as well as to the advancement of the entire institution.

In this article, I explore how popular music became incorporated into the field of music education in the 21st-century United States. In doing so, I suspend notions of popular music education as simply inclusive or able to produce creative people. Instead, I question how inclusion becomes constructed and defined historically in relation to ideas such as the need for creative people and the possibilities and purposes of popular music education. To pursue such understandings, the analysis focuses primarily on the Tanglewood Symposium as a site of production. I examine the documentary report of the symposium in order to question the intersecting multiple historical trajectories and modes of thought that construct popular music education at Tanglewood. Following this, I consider how these histories have left significant impacts on the epistemologies and practices of contemporary popular music education. In the process, I draw attention to the ways in which notions of desired (and not desired) kinds of people become constructed, how inclusions and interventions become administered in response, and how such ideas become constructed through modes of thought that have little to do with music or popular music practice yet serve to produce popular music education.

In this paper, Andrea Fiore sketches the notion of familiarity in Dewey's thought, particularly in its relations with education, aesthetics, and art. The importance of that notion emerges in Dewey's well-known writings such as "How We Think," "The School and Society," and "Art as Experience," where he shows that not only does familiarity play a fundamental role in our lives, but it also constitutes a helpful tool to make our experience deeper and richer. This is particularly evident in two aspects or functions related to familiarity: recognition and interpretation. For Dewey, especially the latter has an educational value through aesthetics and art, because it allows us to activate the peculiar capacity of human beings to transform the quality of experience.

In this paper, we show how children's creativity manifests in literary aesthetics and how they explore moral subjects as a result. Literary aesthetics involve a range of artistic elements or expressions within a textual work. Writers may use aesthetic properties to express individual appreciation or how people view the world, often in relation to moral values. This paper takes an interdisciplinary approach to understanding the relation between aesthetics and moral value in children's writing. First, we situate our discussion within the context of reflexivity theory, which framed the larger study from which these data are drawn. Second, we apply appraisal theory within the lens of reflexivity to analyse children's writing samples for their aesthetic representations of moral qualities. As a result of our study, we show how teachers may improve and complicate the way children practice literary aesthetics in their writing. We argue it is important for students to learn about aesthetics in writing as aesthetics are a key quality of literary expression and may educate readers on the perception and moral values of others.

This paper discusses the duality between global perspectives and local realities that have influenced the design of the school architecture by examining and comparing state school projects in two geographically distant countries: Chile and Portugal. The proposals and experiences of the "Society for the Construction of Educational Facilities" (1937-1987) in Chile and the "Board of Constructions for Technical and Secondary Education" (1934-1969) in Portugal are analysed. Established in the 1930s, these centralised bodies managed, organised, and controlled state school building projects in such a way as to achieve uniformity in design, creating architectural identities that embodied both the educational values and the representative character of the State. These bodies were influenced by similar global circumstances, and their activities were guided by the recommendations issued by intergovernmental organisations of the time. Such a situation brought their projects closer together in terms of their functional, aesthetic, technical-constructive characteristics. After examining and identifying the international influences which brought them closer in terms of the educational meanings and values associated with school architecture, the paper identifies the local circumstances that guided the design and construction processes of schools in both countries, bringing fresh geographical insights to school architecture discussion. At the same time, possible global readings of strategies, influences and results are explored, enabling us to understand school architecture as part of a nation's cultural values and as a material expression of the social model of modernity, which will continue to meet the challenges that schools face in twenty-first-century society.

This study investigates sixth-grade students' explorations of tessellations with Scratch through the mathematical aesthetics. For this purpose, the study analyzed the students' explorations by considering the roles of mathematical aesthetics identified by Sinclair (2004): generative, evaluative, and motivational role. Six middle-school students were asked to create regular and semi-regular tessellations by using Scratch and interviewed individually about the investigation of tessellations. The findings indicated that the students' generative aesthetic responses to mathematical tasks were most evident in their explorations with Scratch. The students recognized the aesthetic value of mathematical entities while working on tessellations. They never gave up studying on tessellations with Scratch and did not need any external motivation to complete the tasks. Implications for research and practice for teaching are drawn.

This article sheds new light on Karl Marx's theoretical legacy to promote educational philosophy and theory in science, technology, engineering, arts, and mathematics (STEAM) education. Accordingly, this article selects Marxian thought as an exemplar case to elaborate critical pedagogy and aesthetics and culminate with an overview of the Marxian approach to the theoretical underpinnings of STEAM education. Hence, the article critically reviews Marx's original works and earlier Marxian scholars' contributions to extending critical pedagogy and its applications to the STEAM paradigm and informational and communication technology (ICT) development. This article critiques notable structural problems of STEAM education that produce power differentials such as educational gaps and digital divides in the current age of digital capitalism. Given the context, this article refines art and communication theories through the lens of his biography and writings. Additionally, this article incorporates the Marxian viewpoints about reproduction and aesthetic literacy into STEAM education. Overall, this article reviews the theoretical legacy of Marx and his essential critical and pedagogical theory, calling on scholars to pay close attention to re-orienting STEAM pedagogy as an emerging multidisciplinary field.

This article explores tentatively how young children develop a sense of beauty and should be guided in doing so. Beauty is partly a matter of personal preference, but it implies a more profound and considered idea than what is pleasing or attractive. Beauty contributes to well-being and a flourishing life. Since ideas of beauty vary over time and are transmitted through culture and socialization, these are affected by socio-cultural factors such as gender, ethnicity, class and age. Children's perceptions of beauty often differ from those of adults. A sense of what is beautiful or otherwise is based mainly in emotional and sensory responses but also involves cognitive processes and judgements. Unconscious learning by immersion in beautiful environments helps children sense what is beautiful. They benefit from a wide range of opportunities and experiences and time to dwell on these and to re-present them kinaesthetically, visually and using language. While the arts and nature provide particularly fertile opportunities, aesthetic development can occur in most contexts. The role of adults should be more that of facilitator, providing opportunities, encouragement and example, than instructor. Implications for the education of the whole child are considered.

This paper suggests that cultivating an aesthetics of attention in education can be a valuable affective tool for combatting the kind of numbness often associated with the resilience of racism. The notion of "attention" broadens the frame of analysis of racial violence by taking into consideration the affective and aesthetic dimensions of attention. The paper brings together Taylor Rogers' recent theorization of "affective numbness" and Simone Weil's theory of attention to argue that the cultivation of an aesthetics of attention to others' personhood has a potentially pivotal role in education to restore hearing of non-dominantly-situated persons' cry of injustice. The article suggests pedagogical ways of engaging teachers and students affectively to resist their numbness in the classroom. The analysis argues that "paying attention" to racial violence can contribute to creating "reparative futures" in education, but care is needed to avoid re-traumatizing students of color and other traumatized students.

Immersive virtual reality (IVR) takes advantage of exponential growth in our technological abilities to offer an array of new forms of entertainment, learning opportunities, and even psychological interventions and assessments. The field of creativity is a driving force in both large-scale innovations and everyday progress, and imbedding creativity assessment in IVR programs has important practical implications for future research and interventions in this field. Creativity assessment, however, tends to either rely on traditional concepts or newer, yet cumbersome methods. Can creativity be measured within IVR? This study introduces the VIVA, a new IVR-based visual arts creativity assessment paradigm in which user create 3D drawings in response to a prompt. Productions are then rated with modern extensions of a classic product-based approach to creativity assessment. A sample of 67 adults completed the VIVA, further scored using item-response modeling. Results demonstrated the strong psychometric properties of the VIVA assessment, including its structural validity, internal reliability, and criterion validity with relevant criterion measures. Together, this study established a solid proof-of-concept of the feasibility of measuring creativity in IVR. We conclude by discussing directions for future studies and the broader importance and impact of this line of work for the field of creativity and virtual reality.

In this article, we explore how and why the concept of rhythm is crucial to understand how environmental and sustainability education (ESE) may deal with the urgency of taking action regarding climate change. Many activists consider sustainability educators as important allies in this struggle. Our argument is that ESE has a different role and responsibility. Both activism and education can be important allies; however, they operate in different modes and rhythms. Three scholars John Dewey, Michel Alhadeff-Jones and Sharan Todd inspire us with captivating ideas on education as a rhythmic aesthetic experience. Their ideas also show the importance of the interruption of existing rhythms for opening new perspectives on how humans relate to the world. Our encounter with these ideas results into a plea for a pedagogy that provides for alternative, aesthetic arrangements of time and space. In line with this, we explore three examples of place-based education. We conclude that there is no time to waste regarding the problems of climate change. However, ESE requires a pedagogy that provides for alternative arrangements of time and space, while enabling educative moments interrupting a linear flow of time, including our familiar experiences of the world.