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This study reports an ethnographic case study of a Chinese female English major of a working-class background – Faye (pseudonym) and her English learning and use experience in an elite community in the Chinese context. Drawing on the data collected from a 13-month longitudinal inquiry, the study employs Darvin and Norton’s [2015. ‘Identity and a Model of Investment in Applied Linguistics.’ Annual Review of Applied Linguistics 35:36–56. https://doi.org/10.1017/S0267190514000191] model of investment to explore her identity transformation through English-as-a-foreign-language (EFL) practices. Findings suggest that Faye’s investment in EFL practices appeared to transform with her evolving perceptions of EFL learning and imagined identities, which were shaped largely under the influence of neoliberal and humanities discourses. The study argues for a critical interrogation of the impact of neoliberalism on EFL learning and humanities education, cautioning against its tendency to constrain identity potentials and sustain structural inequalities. Pedagogical implications are suggested at the end of the article. [ABSTRACT FROM AUTHOR]

Ever since the 1970s, politicised debates have raged over the teaching of history, dubbed the 'history wars'. These debates continue to impact primary and secondary teachers' choices of history curriculum foci to this day. This research aimed to discover history teachers' understanding of how to develop diversity within their history curricula and to discuss the possible pitfalls of their decision making. We set out to answer the following questions: (1) How do history teachers and subject leads understand the concept of diversification within the history curriculum? (2) How are schools approaching the diversification of their history curriculum? We carried out this project collaboratively with 10 history teachers and subject leads from four primary and three secondary schools in Kent, South‐East England. As a result, we have developed a model of 'school diversification' and make several recommendations to support the development and teaching of increasingly diverse history lessons, within the confines of the current National Curriculum. This project adds to the literature by privileging the voice of teachers within classrooms and including collaboration between teachers of all phases within history education in English schools to support the development of diversity within their practice. [ABSTRACT FROM AUTHOR]

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation's superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the "New Humanities and Social Sciences" reform, emphasizing interdisciplinary education to nurture high-quality talents. However, the impact of interdisciplinary education within this context on the creativity of humanities and social science students, along with the intricate underlying mechanisms, remains a question yet to be fully answered. To address these issues, using survey data from 184 students majoring in humanities and social sciences in Sichuan Province of China, we employed structural equation modeling to explore the impact of interdisciplinary education on the creativity of humanities and social science students, the moderating effect of metacognitive awareness and the mediating role of knowledge integration ability. The research findings unequivocally affirm the significantly positive influence of interdisciplinary education on the creativity of humanities and social science students. Knowledge integration ability mediates the relationship between interdisciplinary education and creativity. Furthermore, metacognitive awareness plays a moderating role in the relationship between knowledge integration ability and creativity. [ABSTRACT FROM AUTHOR]

This study examines the effectiveness of using augmented reality (AR) in gaining historical empathy skills. AR cards were used in different periods of the history lesson. A mixed design method including pre-test and post-test is used to A mixed methods research design with pre-test and post-test is used to determine the developments in empathy skills using the Historical Empathy Scale. Also, interviews were carried out to explore the role of AR in the development of historical empathy skills. The results indicated that using AR cards positively affected the development of empathy skills. Constructing mental schemas and visualization of historical events were the remarkable factors that mostly contributed positively to the development of empathy skills. We hope that the findings of this study would assist in the future design and implementation of AR in history courses. [ABSTRACT FROM AUTHOR]

There is minimal use of innovative learning media in schools, especially at the elementary school level, even though in elementary schools students really need help with learning media to understand the material presented by the teacher. Included in class 3 social studies subjects. The aim of this research is to find out student learning outcomes using educational games, so that we can find out students' activities in the learning process in social studies subjects using direct observation methods at school. The subjects of this research were 1 learning media expert and 1 practitioner, namely the teacher. The test subjects were 46 grade 3 students consisting of the experimental class and the control class. Data collection methods are observation, interviews, tests and questionnaires. The data analysis technique used is quantitative descriptive analysis and statistics. The results of the research, namely the results of media validity tests for the Educandy game application, based on assessments from material and media experts supported by teacher and student responses, show that the media validity value is very high and feasible with an average percentage value of 95%. The results of the T-test show that there is a significant difference in student learning outcomes before and after media use. Educandy game learning media in social studies subjects are suitable for use and are effective in improving student learning outcomes. [ABSTRACT FROM AUTHOR]

Data visualizations, including timelines, maps, and graphs, are often used to present social and political information in the media. Students need to learn how to make sense of data visualizations and recognize when they are being used to mislead, or when they advance white supremacist views. In this study, we used critical race analysis to examine history lessons from four widely-used websites in order to determine if they provided opportunities for students to acquire critical data literacy skills and understand how they presented race and racism in data visualizations. Findings reveal that many lessons miss opportunities to include data visualizations, and, when included, they offer little guidance for helping students understand them. In addition, data visualizations rarely spotlight race or racism, thereby making racial issues and the experiences of marginalized people invisible. We offer advice for teaching data literacy in social studies that centers race and racism. [ABSTRACT FROM AUTHOR]

The methodology of teaching Latin has undergone significant changes in recent years, and traditional approaches do not produce high-quality results. Therefore, the search for new effective methods of teaching this discipline becomes relevant. The teaching of the ancient language at a non-linguistic university should form competencies among students related not only to the expansion of their philological horizons, but also those that will be useful in the future profession. The current methodology for teaching the ancient language is based on the traditional structural approach and does not correspond to the new tasks of learning. Students do not understand the importance of this discipline in the formation of non-linguistic competencies. The main general scientific methods of this research are analysis and synthesis, as well as the comparative method. The practical part was carried out using the survey method. As a result of the study, the authors believe that the emphasis in teaching should be shifted to the wider use of algorithms, exercises, trainings in order to make the learning process more active. A new textbook that meets the requirements of time and psychological characteristics of students must also comply with the new methodology focused on a competency approach in higher education.

The article focuses on a project-based social studies activity using Polaroid photography in a preschool classroom, highlighting how this method fosters children's curiosity, social skills, and community engagement. It states that the study involved 13 children in a well-equipped classroom, where they explored their environment, photographed their peers and classroom elements, and discussed their observations.

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students' SSR. In combination with the curriculum materials, those design principles can help develop teachers' pedagogical content knowledge and guide the design of tasks and units that develop SSR. [ABSTRACT FROM AUTHOR]

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey (n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos-short, easily accessible, and fun-fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Epistemic injustice is a condition where knowers and knowledge claims are unduly dismissed. Philosophers suggest that epistemic injustice manifests in three forms: testimonial, hermeneutical, and contributory. Although distinct, all forms of epistemic injustice stem from relations of power, privilege, and positionality — where some have the opportunity and authority to legitimize the knowledge contributions of others. The purpose of this study was to explore the presence of epistemic injustice in U.S. doctoral education through a systematic review of literature. We methodically searched hundreds of peer-reviewed journals for studies focused on teaching, advising, peer interaction, doctoral socialization, and other experiences concerning doctoral education across the humanities, social science, and science disciplines. We retained, reviewed, and analyzed 107 manuscripts. Our analysis revealed epistemic injustice in doctoral education as well as rules that foster the conditions for epistemic injustice. Implications for doctoral education and future research are offered. [ABSTRACT FROM AUTHOR]

Departments of Arts and Humanities globally face increasing financial threat from falling enrolment, rising costs, and 'strategic realignment' at university level. In the UK, in particular, cuts to the Arts and Humanities sector are becoming endemic, with complex ramifications for prospective students as well as academic and professional staff. In light of these structural and ideological challenges, this paper proposes a revisiting of the philosophical work of Richard Rorty. Rorty has argued compellingly for the morally educative importance of the arts as well as the distinct gift of a liberal education more generally. Ultimately, however, we argue that Rorty's liberal ideals are radically threatened in the present context of neoliberalism and that they have been particularly problematised in philosophical and literary work since Rorty's death in 2007. The theoretical writings of Lauren Berlant as well as the literary fiction of Nicole Flattery and Natasha Brown are our key exemplars here. Through our analysis of these texts, we interrogate what we might desire of education beyond the liberal paradigm underpinning Rorty's thought; and we sketch a framework for the Arts and Humanities perhaps more responsive to the crises of our contemporary age. [ABSTRACT FROM AUTHOR]

This study addresses the two questions: 'How do Japanese civics teachers perceive participation in society?' and 'What are the factors that influence their views on participation in society?' For this purpose, active citizenship in this article is defined as participation in society including voting, political activism and community involvement. The dataset for this study consists of semi-structured interviews with eleven secondary school civics teachers from different parts of Japan. Participating teachers were asked about citizenship ideals in terms of identity, civic virtue, political involvement and requirement for democratic society. Results of thematic analysis suggest that the Japanese civics teachers were reluctant to participate in protests and demonstrations. Instead, actively seeking information about causes of protests and being critical about government policies are suggested as alternative approaches. Illustrating Japanese civics teachers' perception of active citizenship for young people based on the findings from interview data, this article contributes to further understanding the conceptual diversity of active citizenship in terms of political, cultural and social contexts. Possible reasons why protesting is not a preferable option are also considered. [ABSTRACT FROM AUTHOR]

Citizenship education is essential for the continued existence of a society. The purposes of and approach towards citizenship education vary from country to country. In Singapore, social studies is an important school subject used for citizenship education. This article traces the development of social studies in Singapore and shows how, for many years, social studies was conservative, aimed at cultural transmission and preservation of the status quo. The goal was the development of moral, law-abiding and patriotic citizens. With the challenges of globalization, rapid technological advancements and changing demands of the economy, there is recognition of the need to develop citizens who are more informed, thinking and capable of social reformation. Towards the end of the millennium, citizenship education through social studies began to shift towards a more progressive orientation. We question the extent and nature of this shift and highlight the tensions. [ABSTRACT FROM AUTHOR]

Art and artistic activities that play a significant role in the lives of both children and adults are an important requirement for all individuals. Cultures develop, expand, and enrich through artistic activities, which are important for the development of visual literacy, especially in social studies. The present study aims to determine the reflection of various artistic branches in the social studies course and the student interest and love that art is considered to evoke in the context of the social studies course. In the study, qualitative research methods and techniques were used to review relevant documents and determine participant views about the role of art in social studies. First, the current Turkish social studies curricula and textbooks were analyzed. Then, an interview form developed by the authors was applied to 80 students attending all grades in a public middle school and 3 teachers employed in these schools in one of the major cities in Turkey. The attributes employed by the teachers and students in the interview form were analyzed with thematic and content analysis. The study findings demonstrated that the curricula and textbook achievements that allow activities in several art branches are limited. However, despite the limitations, the study findings demonstrated that the students were interested in different art branches and evidenced the support of social studies in the development of interest and love for certain learning areas. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Virtual Universidad Católica del Norte is the property of Revista Virtual Universidad Catolica del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholarship on interdisciplinary teaching and learning, especially in the humanities, is scarce, and it rarely takes teachers’ and principals’ views into account. To address these gaps, we present findings from interviews conducted with teachers and principals who were engaged in developing and enacting interdisciplinary curricula in the humanities. These respondents described interdisciplinarity as an innovation that can affect discourse within the classroom, teacher professional identity, and school management. Their views transcended the theoretical distinctions between cognitive, sociocultural, and critical learning theories that typically feature in educational research on interdisciplinary teaching and learning in the humanities. Understanding the gaps between the current state of the academic literature on interdisciplinary teaching and learning and teachers’ and principals’ views on this issue can inform pre-service and in-service teacher training initiatives. [ABSTRACT FROM AUTHOR]

"Listing the Body: Embodied Experience and Identity in Autobiographical Graphic Illness Narratives" examines the popular use of lists in autobiographical graphic illness narratives to determine how they are used to address the subject's embodied experience of illness. After a brief discussion of what lists are and how they have been said to function in literary texts, attention is given to examining how the verbal and visual lists included in several autobiographical graphic illness narratives narrate identity as understood across the body, in the mind of the self, and in the mind of others. Asking how lists function within autobiographical graphic illness narratives to address the ill subject's fluctuating understanding of self as an embodied being, the article concludes that lists narrate the subject's lived experience of illness. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Teaching Note examines the implementation of a full-semester course model for digital exchanges between students across countries. The model, Global Understanding, created and administered by East Carolina University, is a platform for humanistic pedagogy that dovetails seamlessly with sociological content, methods, and principles. Through an examination of student writing products, this account considers how the course exemplifies humanistic pedagogy through (1) an expansion of a verstehen of a shared experience of the "human" in the world, (2) the integration of teaching source materials from conventionally defined "humanities" fields, and (3) a normative directive to forward global human understanding. [ABSTRACT FROM AUTHOR]

This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction. In this study we combined a secondary analysis of midadolescents' connective assessment data (810 students in grades 4–8) with a corpus linguistics frequency analysis of connectives in Chilean national science and social studies textbooks (1,079,593 total words), with the goal of generating a pedagogically relevant tool to support the instruction of connectives in Spanish literacy across content areas. To generate the Connective Frequency Bands Tool, we first examined the role of grade and connective type in midadolescents' connective knowledge. Secondly, we examined associations between students' knowledge and textual frequencies across content areas for each connective included in the assessment. Finally, informed by midadolescents' connective knowledge and by the corpus linguistics analysis of science and social studies textbooks from grades 1–8, we generated the Connective Frequency Bands Tool listing connectives frequencies by grade, connective type, and content area. [ABSTRACT FROM AUTHOR]

There is growing visibility of online 'manfluencers' who espouse extreme masculine ideals and share them with their audiences of boys and young men. Taking this phenomenon as a launch-pad, we join the tradition of research that exposes sexism in schools and theorizes girls and women's experiences of working within and against masculine hegemony. Drawing on qualitative interviews with 30 women teachers in Australia, we suggest the sexism identified in early research endures in schools today, resurrected in part by the ubiquity and influence of one specific misogynist 'manfluencer', Andrew Tate. Employing Connell's hegemonic masculinity, we suggest boys' sexist practices towards their teachers and girl peers forms part of a strategy of gender inequality legitimization, stabilizing and reinvigorating a regressive 'male supremacy'. These behaviours represent a backlash from boys and men who perceive a loss of gendered power in the post-#metoo era and have implications for girls and women in schools. [ABSTRACT FROM AUTHOR]

Anchored in transnational feminist citizenship theories, this narrative inquiry study delves into the lived experiences and citizenship education pedagogies of a female migrant social studies teacher named Ms. Bailey who works in a school in New York City. The findings of the study demonstrate the ways Ms. Bailey incorporates multiple borders and private/informal arenas in her senses of belonging and caring practices. The findings also highlight how Ms. Bailey's transnational trajectories inform her perceptions and pedagogies of citizenship education, which are centred on affective, cultural, and trans-communal realms. By illuminating Ms. Bailey's fluid and multilayered citizen-subjects as well as her distinctive citizenship education, this study challenges and complicates normative, patriarchal, political-juridical, and nation-centric ideas of citizens. The study also contributes to an emergent body of work on migrant social studies teachers' citizenship education and the ways it is shaped by their distinctive personal, familial, and transnational experiences. [ABSTRACT FROM AUTHOR]

This article investigates alternative ways doing of mathematics in an Early Childhood Education Teacher Programme using aesthetic forms of expression, the body and reflections on ethics, gender and responsibilities in the transition from student teacher at university to a qualified preschool teacher of children aged 4–5 years. The purpose of the article is to explore an interdisciplinary mathematics workshop in which student teachers investigate mathematics with body- and hands-on crafting to better understand how young children experience learning situations. The research design draws on feminist activist social science research, including in-making and crafty research methods. Theoretically and methodologically, inspiration is drawn from relational materialism and Donna Haraway's scientific engagement with 'speculative fabulations' and Anna L. Tsing's development of 'arts of noticing'. The study shows that learning mathematics through the body, concrete materials, scientific concepts and fiction can be helpful in the transition from student teacher to preschool teacher. [ABSTRACT FROM AUTHOR]

The article delves into the contemporary landscape of religious studies, addressing both apprehensions and aspirations for its future trajectory. It elucidates concerns surrounding dwindling enrollment, shifting priorities in academia, and the potential marginalization of humanities education, particularly in the U.S. It calls for a reinvigoration of the field that fosters understanding and appreciation for the multifaceted nature of religious traditions worldwide.

Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 2021, a Cold War Veterans Memorial Commission was announced and immediately, I became interested in this concept. Who are the veterans? What are the memories? And what are the repercussions of giving permanence to this specific history during the post-Cold War era? Writing is the only form I can conceive of for such a memorial, as it allows for a post-structural analysis of memory, experience and life. Writing as a method of inquiry allows one to consider the relationship between personal narrative, materiality and research. In this article, I explore these questions through a braided narrative that weaves together family narratives, historical time periods and imaginings of myself-as-memorial. But like braiding hair, or yarn, some threads become tangled with other threads, representing an entanglement of time and experience, and of individual and collective memories. Not meant to be easily delineated, transitions between narratives are used to evoke the sudden, and sometimes abrupt, emergence of memory. Additionally, by positioning a memorial as a person, questions of the humanness of memory and the nonhumanness of memory objects arise. [ABSTRACT FROM AUTHOR]

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. The presence of these migrants and refugees in schools has posed the challenge of unfamiliar realities for teaching staff. The issue has been addressed from the perspectives of sociology to psychology, providing insights into the nature of intercultural education. Few studies have delved into pupils' cultural backgrounds, and the history of one's country of origin is seldom regarded as a decisive factor in the formation of identity. The Arabic-speaking Moroccan and Syrian communities are the most significant and have interesting histories and education systems. Using Nussbaum's (2010) multifactorial analysis, this research aims to better understand the educational background of Arabic-speaking pupils, focusing on humanities and religious education of those from Morocco and Syria. The methodology embodies qualitative empirical research conducted in Europe that addressed the main factor identified by Nussbaum (2010). The results show the education experience of Syrian and Moroccan pupils was affected by their home country education policies, especially where minority and relationship issues with Europe, the West and Israel were concerned. [ABSTRACT FROM AUTHOR]

In the sixteenth century in Valencia, Spain, Juan Lorenzo Palmireno wrote self-help manuals aimed at the 'literate country lad of slender means and few connections who plans to better his lot by moving to the city', in the words of Richard Preto-Rodas. In Estudioso de aldea (1571) and its sequel El estudioso cortesano (1573), Palmireno guides his rustic reader in the art of self-fashioning and the presentation of a polished image, in speaking well to prosper in his urban milieu. The success of his books provides a historical, real-life connection to the struggles of many literary characters of the period, including Sancho Panza's social-climbing ambitions, pícaros and pseudo-pícaros, courtiers and would-be courtiers. Today, the pragmatic objective to articulate clearly and project an image of culture, sophistication and clear thinking dovetails with students' aims with their university education. At a time of crisis in the humanities, with student debt making US academia increasingly vocational, convincing students of the importance of studying Early Modern Spanish literature can be challenging. Palmireno's manuals are immediately relatable given the parallels to students' educational goals and views on the purpose of a liberal arts education, and they give historical context to the 'great works' of Golden Age Spanish literature. [ABSTRACT FROM AUTHOR]

Developing civic competence among learners is the business of any social studies teacher. The overall success of any social studies teaching depends, in great measure, on the ability of teachers to approach controversial public issues (CPI) in the spirit of critical inquiry. However, previous studies suggest that the teaching of CPI is affected by teachers' pedagogical deficits, students' reluctance during discussions, and lack of emphasis on CPI in the curriculum. Hence, this paper purports to locate the preferred positionality, reasons, and practices in teaching CPI of a select group of Filipino social studies teachers (n = 379) in basic education. Using a multi-aspect questionnaire, results showed that teachers are leaning towards a committed impartiality position, and are driven by the desire to develop learners to be critical, reflective, and action-oriented as they engage in meaningful conversations about important social issues. Moreover, teachers' perceived instructional practice is an intersection of empowering, democratising, and conflicting moves, Theoretical and practical implications are also discussed in this paper. [ABSTRACT FROM AUTHOR]

The core of geriatric medicine is not only to treat diseases,but also to maintain and restore the physical function of the elderly,pay attention to the mental health of the elderly,and then improve their quality of life.The Center of Gerontology and Geriatrics of West China Hospital of Sichuan University created six characteristic medical units around the core concept of geriatrics,and introduced narrative medicine to carry out humanistic education in the clinical practice education of featured medical units in order to allow the humanistic spirit to return to medical education and cultivate "warm" geriatric doctors.

Issue 23 of the journal Cuadernos de Educación is published amidst a historic mobilization in defense of Public Universities in Argentina. The article reflects on the military dictatorship and the recovery of democracy, highlighting the importance of education and public universities. It mentions the creation of the Research Center of the Faculty of Philosophy and Humanities (CIFFyH) in 1987, as well as the First Research Conference in Education and the creation of the journal Cuadernos de Educación in 1999. The journal has faced challenges and pressures throughout the years, but it remains an academic, political, and pedagogical project that seeks to resist neoliberalism in education. The article emphasizes the importance of strengthening research in humanities and education, as well as the need to adapt to international standards without losing autonomy and individual construction. The new issue of the journal presents articles that aim to expand educational rights and conduct epistemological research. [Extracted from the article]

Copyright of Revista de Administración Pública is the property of Centro de Estudios Politicos y Constitucionales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background Medical humanities education is an important part of medical education. The purpose of this study was to determine the effectiveness of medical humanities in improving empathy among medical students and healthcare professionals. Methods PubMed, Embase, EBSCO-ERIC, Web of Science were searched systematically for studies in the English language. The last retrieval date is May 1, 2023. Best Evidence Medical Education (BEME) Global Rating Scale and Kirkpatrick-based results were used to evaluate the quality of literature. In this study, a meta-analysis of continuous data was conducted. Results The pooled results by single-arm test meta-analysis showed a benefit with medical humanities programs in empathy (SMD 1.33; 95% CI 0.69–1.96). For single-arm trials of medical humanities program interventions of less than 4 months, 4 months to 12 months, and more than one year, the standardized mean differences(SMD) between post-test and pre-test were 1.74 (P

Humanities & value What is valuable about humanities education? (Wegener [7], abstract) Wegener here makes claims about the value of humanities (for him, "liberal arts") education, how that value is gained, and how liberal education achieves it. Keywords: Humanities; pedagogy; agency; value EN Humanities pedagogy agency value 332 343 12 12/22/21 20211101 NES 211101 Introduction Like every Bachelor of Arts program, the University of Exeter provides a set of reasons to undertake a BA in philosophy aimed at prospective students and their parents. In section 3 I'll shift to humanities education characterizing its value and drawing parallels between it and Nguyen's account of games. [Extracted from the article]

In this article we look into the ways of appropriation of the Human Sciences Support Project (PROHUM) in three Argentine national universities: those of La Plata, General Sarmiento and Luján. A collective case study of instrumental type was developed at a micro-social scale, triangulating data from institutional documents and in-depth interviews with authorities. The research sought to determine the degree of autonomy of these actors in the institutional definitions reached. Among the common measures, priority was given to the strengthening of positions assigned to pedagogical training subjects in teaching programs in the disciplines included in the PROHUM. The measures for the consolidation of teams for the initial stages of the careers also had a prominent place. Among the differences, the criteria that guided the decisions in each case stand out: the massiveness or the situation of dropout in the first years. In all three cases, a high degree of autonomy in defining improvements in teacher training was evident. [ABSTRACT FROM AUTHOR]

This article establishes the need to develop new University disciplines to increase the creativity based on critical experiences (personal and literary). A definition for «the writer's voice» is proposed. The writer's voice comprehends selfknowledge, a way of perceiving reality and the arts, and, at the same time, it is the creative writing's driving force. The second part of the paper consists of a description of the Creative Writing Master at Universidad Complutense de Madrid, through several examples of literary exercises and teaching methods to stimulate and strengthen each student's voice. This proposal finds itself integrated into the renovation of teaching Humanities in the middle of the so-called Artificial Intelligence era. [ABSTRACT FROM AUTHOR]

A teaching staff with Digital Teaching Competencies (DTC) is essential to facilitate the teaching-learning process and the development of students’ digital competencies. This study aims to assess the level of DTC of the students who are about to graduate from the Faculty of Education and Humanities at the University of Tarapacá. A mixed-methods research methodology was used, surveying 136 students who completed their professional practice in 2021 and have completed their pedagogical and disciplinary training. For the quantitative study, the DigCompEdu CheckIn questionnaire (Redecker, 2020) was applied, complemented by information gathering from a focus group of practice supervisors and analysis of the TIC subject syllabi for the qualitative study. The assessment obtained places students at a medium-high level, with only one area showing significant differences in favor of women. This assessment is reaffirmed by the opinion of practice supervisors and syllabus analysis. The high level of DTC assessment achieved can be justified by the virtual format during the pandemic period. Therefore, it is deemed necessary to carry out new investigations and not be complacent with the results obtained. [ABSTRACT FROM AUTHOR]

The article presents a book that compiles fifteen works on scientific and academic language in the academic context of Hispanic literature. The chapters of the book analyze different aspects of the study of scientific language, focusing on the Humanities and Education Sciences. The importance of academic language in the dissemination of scientific knowledge is highlighted, and the epistemological foundations of scientific argumentation are examined. The book also addresses the Greek legacy in current academic language. It is coordinated by professors Ventura Salazar García and María Aurora García Ruiz. [Extracted from the article]