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Restoration involves the recovery and repair of environments because environmental damage is not always irreversible, and communities are not infinitely resilient to such harm. When restoration projects are applied to nature, either directly or indirectly these may take the form of ecological, forestry or hydrological restoration, for example. In the current scenario of global climate change and increasing intensity of disturbances the importance of restoration in all types of ecosystems in order to adapt to the new conditions (so called prestoration) is evident. Whatever the objective of the restoration initiative, there is a lack of consensus as regards common indicators to evaluate the success or failure of the different initiatives implemented. In this study, we have carried out an extensive meta-analysis review of scientific papers aiming to evaluate the outcomes of restoration projects. We have done a review and selected 95 studies implemented in Europe. We explored the main pre-restoration land cover in which restoration initiatives have been implemented, the main causes of degradation, the objective of the restoration action and the indicators selected to analyze the success or failure of the action. We identified a total of 84 indicators in the analyzed papers and compared with the ones proposed for forest in the recent Nature Restoration Law. The analysis revealed five indicators commonly used for the evaluation of restoration initiatives (abundance, coverage, density, Ellenberg indicator, and richness), even where the initial objective has not yet been achieved. Our findings underscore both the benefits and challenges associated with a specific set of harmonized indicators for evaluating the success or failure of restoration initiatives. [ABSTRACT FROM AUTHOR]

This paper is the English translation and adaptation of my inaugural lecture in Amsterdam for the Chair Anthropology of Everyday Ethics in Health Care. I argue that the challenges in health care may look daunting and unsolvable in their scale and complexity, but that it helps to consider these problems in their specificity, while accepting that some problems may not be solved but have become chronic. The paper provides reflections on how to develop a scientific approach that does not aim to eradicate bad things but explores ways in which to live with them. Crucial in this quest is the attention to how we conceptualize problems, and whether this is specific enough for addressing present day concerns. I propose an anthropology of everyday ethics as a way to study people's everyday ways of handling a variety of goods in practice. I draw specific attention to exploring aesthetic values in everyday life amongst these, values that are used abundantly to qualify events in everyday life but rarely theorized in philosophy or social science. [ABSTRACT FROM AUTHOR]

We know our own intentional actions in a distinctively first-personal way. Many accounts of knowledge of intentionally doing something, $A$ A , assume that grounds for the knowledge would have to establish or indicate that it is true that one is intentionally doing $A$ A. In this paper, I argue against this assumption, showing how it entails being in a Moore-paradoxical situation. I argue that if knowledge of intentionally doing $A$ A were such that grounds for it must be truth-indicating, then one could always wonder, when doing $A$ A , whether $A$ A is for one a goal. However, just as wondering whether $p$ p is true is incompatible with thinking that one believes $p$ p , so wondering whether $A$ A is for one a goal is incompatible with thinking that one is intentionally doing $A$ A. We must allow, then, that one's knowledge of intentionally doing $A$ A is itself a representation of $A$ A as a goal to be accomplished, apt to be grounded by reasons for doing $A$ A. I show that the first-personal character of knowledge of acting intentionally resides in its being practical rather than theoretical. [ABSTRACT FROM AUTHOR]

Teaching research is an effective approach to promoting teachers' professional development. However, the current teaching research is still mainly based on experience-oriented listen-evaluate lessons and collectively prepared lessons, facing difficulties in forming thinking collisions, ensuring the depth of communication, and discovering real teaching problems. In the context of rapid development of intelligent technologies such as big data and cloud computing, the massive amount of educational big data has become an opportunity for the current transformation of school-based teaching research. Teachers can obtain more diverse and comprehensive education data faster or even in real-time, freeing themselves from "experience dependence". With rich data as evidence support, they can find problems in the teaching process, design personalized teaching plans, and then effectively improve teaching practices. Therefore, building a school-based teaching research model enabled by data is considered an effective means to break through the difficulties. Based on this, this paper first affirms the value of teaching research enabled by big data; Secondly, combining the advantages of data enabling, considering the existing technological conditions, and following the operation path of "organization, activity action, and activity evaluation" of the teaching research community, this paper proposes the school-based teaching research model enabled by big data, which is mainly composed of four parts: organization link, action link, evaluation link and external support; Finally, implementation strategies for applying the model in practice are proposed from four aspects: consciousness, ability development, limit control, and system guarantee. It provides the oretical guidance for teachers to carry out evidence-based teaching research activities, promotes the innovative application of teaching research, and fosters the development of practical knowledge for teachers.

In this paper, I aim to clarify the role of 'wonder' in education. Most of us who work in education want to provide valuable experiences for our students, and we want them to be driven by intrinsic values such as truth and recognition of the dignity of human existence. However, whilst I echo many of the sentiments espoused by advocates of the utility and ethical significance of wonder, I contend that some recent developments—and in particular, Schinkel's argument that 'deep' ('contemplative' or 'cosmic') wonder has a 'fundamental' role in education—are misconceived. This is, I argue, because any concept deployable within educational spaces (whether formal or informal) must pay due regard to the conceptual constraints of the concept of 'education'; that is, attention must be paid to the role of 'learning'. Schinkel's proposals are, I suggest, vulnerable to a critique of sentimentalism and excessive romanticism. As such, they offer little in terms of practical import for educators. As I will propose, if we are to take 'wonder' seriously in educational contexts, we must pay attention to the purpose of wonder as an epistemic emotion; namely, aiming for knowledge and understanding, and getting there requires sensitivity to practical know-how and conceptual competence. [ABSTRACT FROM AUTHOR]

I provide a novel, non-reductive, action-first skill-based account of active imagining. I call it the Skillful Action Account of Imagining (the skillful action account for short). According to this account, to actively imagine something is to form a representation of that thing, where the agent's forming that representation and selecting its content together constitute a means to the completion of some imaginative project. Completing imaginative projects stands to the active formation of the relevant representations as an end. The account thus bakes in the means-end order that some in action theory take to be definitional of intentional action. Moreover, in the spirit of this conception of intentional action, I hold that a central feature of the means-end order exhibited in active imagining is the agent's direct non-observational knowledge both of her act of imagining and of its having this order. The agent knows that she's actively imagining (that-)p and knows why she actively imagines this–to carry on the pretense, engage in the fiction, predict another's behavior, reason about possibility or necessity, reason about contingent matters of fact, just imagine for its own sake, and so on. I show that the account accounts for the possibility of misimagining while holding onto the idea that we imagine what we intend to imagine. I likewise show that the account unifies imagining across types of imaginative project like those just listed in a way that tolerates conflict in the roles that imagining plays in the mental economy across those projects. Finally, I show that the account can accommodate passive imagining like involuntary and automatic imagining as well as mind wandering. [ABSTRACT FROM AUTHOR]

Studies of transgender individuals often focus on the transgressive nature of their identities and practices or on experiences of transphobia, rejection and violence. Rather than focusing on transgression or marginalization, this paper offers insight into practical knowledge, presenting a feel for the game that young nonbinary individuals develop out of social necessity, as the social world, with its gender binary social structures, remains resistant to nonbinary identities and practices. Drawing on in-depth interviews with 12 nonbinary participants in Slovenia and Bourdieu's concept of practical knowledge, this paper analyses skilful practical strategies for coping with anticipated and experienced misrecognition. These strategies encompass tactful playing along with the binary rules of the game, pushing the rules into a state of limbo and directly engaging and confronting the rules of the game. Moreover, a differentiated domain of strategies emerges, according to the parameters of safety, anticipation of achieving recognition and affective investment in the relations. Overall, the data show that nonbinary individuals are skilful agents who apply a range of practical strategies to manoeuvre through a gender binary world. The article enables insight into young people as actively engaging with objective conditions that are not of their making. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Physical Education / Tiyu Xuekan is the property of Journal of Physical Education Editorial Office 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 article navigates through the challenge of preserving and presenting uncertainties in digital maps, which are used to reconstruct practical knowledge in early modern artists’ businesses. It introduces a novel methodology—deep mapping—as a multi-layered spatial visualization within the Geographical Information Systems (GIS). This method adeptly facilitates the processing and visualization of complex art historical data, offering a nuanced approach that addresses the dual need of managing large-scale spatial analysis and maintaining the precision requisite in scholarly work. To operationalize the concept of deep mapping in knowledge production, this research has collected and integrated location-related descriptions of early modern addresses from various sources, translating them into geo-referenced areas and visualizing them on historical maps with varying levels of uncertainties. Applying deep mapping to visualize painters’ distribution patterns in seventeenth-century Amsterdam as an example, this article discusses two ways of presenting uncertainties in digital maps to facilitate historical observation. It shows that uncertainty is most effectively presented as fuzzy heat maps in the background to accentuate painters’ choices of locations for their painting businesses. The deep maps demonstrate that painters in early seventeenth-century Amsterdam pragmatically practiced their business knowledge by making clustering decisions following market conditions.

Restoration involves the recovery and repair of environments because environmental damage is not always irreversible, and communities are not infinitely resilient to such harm. When restoration projects are applied to nature, either directly or indirectly these may take the form of ecological, forestry or hydrological restoration, for example. In the current scenario of global climate change and increasing intensity of disturbances the importance of restoration in all types of ecosystems in order to adapt to the new conditions (so called prestoration) is evident. Whatever the objective of the restoration initiative, there is a lack of consensus as regards common indicators to evaluate the success or failure of the different initiatives implemented. In this study, we have carried out an extensive meta-analysis review of scientific papers aiming to evaluate the outcomes of restoration projects. We have done a review and selected 95 studies implemented in Europe. We explored the main pre-restoration land cover in which restoration initiatives have been implemented, the main causes of degradation, the objective of the restoration action and the indicators selected to analyze the success or failure of the action. We identified a total of 84 indicators in the analyzed papers and compared with the ones proposed for forest in the recent Nature Restoration Law. The analysis revealed five indicators commonly used for the evaluation of restoration initiatives (abundance, coverage, density, Ellenberg indicator, and richness), even where the initial objective has not yet been achieved. Our findings underscore both the benefits and challenges associated with a specific set of harmonized indicators for evaluating the success or failure of restoration initiatives.

The paper examines the thesis that participants in shared intentional activities have first-person plural 'practical knowledge' of what they are jointly doing, in the sense of 'practical knowledge' articulated by G.E.M Anscombe. Who is supposed to be the subject of such knowledge? The group, or members of the group, or both? It is argued that progress with this issue requires conceiving of collective activities (of the kind affording 'plural practical knowledge')as instances, not of supra-personal agency, but of interpersonal agency; specifically: as involving communication. There is a sense, it is suggested, in which the basic form of plural practical knowledge is relational: 'I am doing x with you.' [ABSTRACT FROM AUTHOR]

For Anscombe a solitary activity is intentional if the agent has self-knowledge of what she is doing. Analogously one might think that to partake in shared intentional activities is for the agents involved to have plural or collective self-knowledge of what they are doing together. I call this 'the Plural Practical Knowledge Thesis' (PPK). While some authors have advanced related theses about the nature of the knowledge involved in shared practical activities (see Laurence, B. [2011]. "An Anscombian Approach to Collective Action." In Essays on Anscombe's Intention, edited by Anton Ford, Jennifer Hornsby, and Frederick Stoutland. Cambridge: Harvard UP; Schmid, H.-B. [2016]. "On Knowing What We Are Doing Together." In The Epistemic Life of Groups: Essays in the Epistemology of Collectives, edited by Michael S. Brady, and Miranda Fricker. Oxford: Oxford UP; Rödl, S. [2015]. "Joint Action and Recursive Consciousness of Consciousness." Phenomenology and Cognitive Sciences 14: 769–779. doi:; Rödl, S. [2018a]. "Joint Action and Pure Self-Consciousness." Journal of Social Philosophy 49 (1): 124–136; Rödl, S. [2018b]. Self-Consciousness and Objectivity. Cambridge: Harvard UP) this alternative remains relatively underexplored in the current literature. The paper offers an account of plural practical knowledge based on the idea that shared activities of the relevant sort share a normative structure given by practical, means-end structures and proposes a paradigmatic methodology that generalizes this account to understand what different cases of collective intentional action have in common. It then discusses the differences between the proposed approach and those due to Schmid 2016. "On Knowing What We Are Doing Together." In The Epistemic Life of Groups: Essays in the Epistemology of Collectives, edited by Michael S. Brady, and Miranda Fricker. Oxford: Oxford UP and Laurence 2011. "An Anscombian Approach to Collective Action." In Essays on Anscombe's Intention, edited by Anton Ford, Jennifer Hornsby, and Frederick Stoutland. Cambridge: Harvard UPand the reasons why it should be preferred. [ABSTRACT FROM AUTHOR]

Hospital social workers advocate, facilitate and communicate with patients, families, healthcare professionals, and communities. These activities, in which hospital social workers relate to different parties and aim to strengthen relationships between them, have been referred to in the literature as boundary spanning. This study explores hospital social workers' boundary-spanning competencies associated with their boundary-spanning activities. The data were from in-depth interviews with 19 hospital social workers in Norway. A hybrid analysis was performed, combining initial inductive coding of themes with subsequent deductive coding based upon a conceptual framework. Four themes emerged: (1) Being informed, (2) Content knowledge, (3) Tailoring and (4) Self-knowledge. The findings contribute to specifying central boundary-spanning competencies. Implications of the study for social work practice and education are provided, along with recommendations for further research. [ABSTRACT FROM AUTHOR]

This essay focuses on Jewish practical kabbalistic books of recipes that were produced in early modern East-Central Europe. These handwritten sources document the Jewish engagement with practical forms of expertise, which were informed by the theoretical foundations of kabbalistic knowledge. Through two case studies, the article highlights Jewish vernacular ideas about nature and matter, and the techniques used to transform these ideas into practical things during the early modern period. It also explores the phenomenon of recording these ideas and methods in the form of practical kabbalistic books of recipes, which serve as a prime example of practical episteme. In so doing, the article sheds light on the significance of kabbalistic theosophy and practical kabbalistic traditions, particularly those developed in East-Central Europe, in the broader history of Western European knowledge production. [ABSTRACT FROM AUTHOR]

The relationship between theory and practice in teacher training has been discussed extensively in the world of education. Both theoretical and practical knowledge are fundamental to teachers' engagement in educational activities. However, the question of where this knowledge comes from and how it develops over time has yet to be answered. As such, there is an enduring need to revisit this discussion in light of a series of works that address, from a socio-cultural perspective, the importance of the meanings associated with this knowledge. We propose that knowledge held by teachers arises and evolves as a consequence of the narrative construction of certain subjective learning experiences. These experiences enable the emergence of meanings associated with identity positions, facilitating or hindering alignment or fit between theoretical and practical knowledge. [ABSTRACT FROM AUTHOR]

Practical knowledge, acquired subconsciously, requires analysis and reflection for reconstruction, fostering its evolution into practical thinking. This study explored the practical knowledge of 104 first-year students in the early childhood education programme at the University of Malaga, aiming to scrutinise how it evolves through the lens of practical thinking following their participation in Lesson Study (LS) training. Using qualitative research methods, the data collection involved reflexive drawing, narratives, and discussion groups. The findings revealed that students' practical knowledge predominantly revolved around teaching as cultural transmission, highlighting master classes and teacher-centric teaching-learning processes, with an adult-centric view of childhood and an underestimation of student capacities. Following the LS experience, significant reconfiguration occurred. Students developed a newfound appreciation for mentorship, recognising discrepancies between conceptualisations and implementations, and acknowledging the pivotal role of children. The study highlights the efficacy of reflexive drawing and discussion as tools for uncovering subconscious thoughts and facilitating reconstruction. To facilitate this evolution, training programs and participatory strategies are imperative for transforming practical knowledge. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the influence of Lesson Study on reconstructing students' practical knowledge during initial training as prospecting teachers. This case study sets out the voice and opinions of a student taking part in a lesson study process. The aim was to further understand how the student's opinions around teaching change both during and after her involvement in the different phases of Lesson Study. Information was obtained through semi-structured interviews, observations, photo and video records, document analysis and field diaries. We were also interested in understanding the student's perception of the influence of mentoring and tutoring on her professional development while accompanying her in her reflection about teaching. The results show that Lesson Study, as a cooperative curriculum creation process, provides prospecting teachers with opportunities to build their identity as professionals within a network of peers in which they interact in order to learn together. Focused on the context of initial teacher training, this article could lead to a new approach to Lesson Study as a strategy that can bring about more relevant transformations while teachers' beliefs, values and dispositions are still at an early stage of construction. [ABSTRACT FROM AUTHOR]

The licensed serving of alcoholic beverages is an important institutional aspect of food culture. In Sweden, the Government's policies to battle the Covid-19 pandemic meant further restrictions, including a temporary law, to mitigate contagion at licensed restaurants, bars, producers' tasting events, etc. This paper inquiries into the "art" exercised by managers of such businesses, already used to strict governance, of "being governed" when faced with these new and sudden policies. The study draws on Swedish Covid-19 policy and interviews with managers of licensed premises and a municipal auditor during the three months of the most far-reaching restrictions. By analyzing these materials through anthropological theories of state governance, the paper shows how Covid-19 restrictions were enacted in practice, including their discontents. The study's findings contribute to further insights into the role of alcohol policy in food culture and opens up for further bridging of food studies, service studies, and alcohol research. [ABSTRACT FROM AUTHOR]

The present theoretical framework presents challenges regarding the implementation of organized one day trips in kindergartens, especially within the scientific community and state policies related to education. The purpose of this theoretical construction is to enrich the cognitive horizons of students specializing in pedagogy. The highlighted positive emotional, academic, and socializing effects of children’s field trips make the article relevant and informative to parents of preschool children. The material collects, describes, and summarizes the current international research experience on preschool field trips and their educational effects on young children today. Based on the scientific methods, theoretical analysis and theoretical synthesis, the author promotes in the specialized media current researchs and author’s ideas for organizing day trips in the context of preschool education with the assistance of specialists in the field of tourism. [ABSTRACT FROM AUTHOR]

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The importance of the article is underscored by the fact that the development of a child's personality in the paradigm of today's education requires special study, since the lack of generally accepted methods for forming key competences does not allow the competencebased approach to learning to develop fully. This article is based on the idea that the approaches, methods, systems and technologies widely known in pedagogy can be applied for their formation. The aim of the article is to show that the implementation of the problem-based approach contributes to the formation of key competences and development of a child's personality in the paradigm of today's education. The evolution of the educational paradigm, the whole education at different historical stages was formulated differently. Depending on the level of development of society, changes in economic formation and other reasons, different requirements were imposed on the result of the educational process. Currently, a new educational paradigm is being formed. This formation process is quite complicated. It is characterized by the fact that the previous paradigm based on the system of KSA (knowledge, skills, ability) no longer meets the requirements of modern education. The need, first and foremost, to organize and apply in practice an ever-growing volume of knowledge does not correspond to the orientation in learning to their reproduction. The article presents the essence of the competence approach, investigates the essence of the problem approach; presents the effectiveness of the problem approach within the competence approach; outlines the limits of the problem approach, outlines the development of personality in the paradigm of current neuropedagogy. [ABSTRACT FROM AUTHOR]

This article explores sustainable development from a gastronomic perspective. Humanistic perspectives on food offered by gastronomy are explored as an asset in cultivating self-awareness capacities needed for sustainable transformations of society. The purpose is to explore how gastronomes can cultivate understandings and explanations of sustainability to be conveyed to individuals via meals. In semi-annually recurring dialogic interviews, four university-educated gastronomes cultivated their understandings and explanations of sustainability, and modeled how these could be communicated to other individuals. The dialogues gradually brought the ideas of the researcher and the participants toward a common explanation of the potential ways gastronomic competency could advance sustainable development. The results highlight two ways of understanding gastronomic sustainability: functionally as practical communication, and formally as a cultural issue. Based on H.G. Gadamer's idea of bildung as hermeneutic interpretation, we argue that self-awareness is a process which is rooted in how knowledge is interpreted, understood, and explained by the individual. Practical participation in culturally influenced meals makes gastronomy a bridge between individual and societal issues, whereby gastronomic competencies can cultivate sustainable commitment, judgment, and community. In this way, gastronomic sustainability represents an approach to sustainable development that, significantly, also involves the cultivation of sustainable meaning. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study is to evaluate the first aid (FA) knowledge, practice, and attitude of medical and nursing students at Taibah University in Madinah. Methods: The study involved a cross-sectional online survey of 359 students from different academic years, using a revised and validated questionnaire on FA procedures, which were assessed utilizing a revised iteration of a questionnaire that had been previously validated. Results: Regarding the knowledge score outcomes, the median score was 4, with an interquartile range of (3,5). Approximately 32.3% of participants demonstrated an excellent level of knowledge in first aid. Age exhibited a substantial and positive correlation with knowledge scores (p < 0.001), no significant correlation was observed between age and practice scores (p = 0.782), whereas age exhibited a significant and positive relationship with attitude scores (p < 0.001). Switching to the practice score results, the median practice score was 3, with an interquartile range of 2 to 3. A considerable 39.6% of participants displayed a good level of practice, representing the highest percentage among students. In the context of attitude score findings, the median attitude score was 4, and the interquartile range was 3 to 4, this suggests that the majority of the participants had a positive attitude towards first aid and its importance. Around 27.6% of participants portrayed a good attitude level, followed by 27% who demonstrated an acceptable attitude level. In addition, gender emerged as a differentiating factor in the three primary outcomes, as females achieved superior results across all aspects. Conclusion: A significant proportion of medical and nursing students at Taibah University have solid FA knowledge, practice, and attitude. Age and education level reflect the impact of FA training and certification, which should be mandatory for all medical students. Further studies are needed to generalize the findings to other contexts. [ABSTRACT FROM AUTHOR]

This study investigated what methods professional trainers use in their teaching. Interviews with nine professional trainers in sports dressage were analyzed using a qualitative approach. The results showed that trainers had developed a "good eye" using their prior experiences. The trainers helped the riders solve their problems but did not make clear their observations or reasoning for specific instructions. Thus, trainers could further develop the riders' own practical knowledge. The role of the horse was not made explicit in most cases, showing that recognition of the horse as a sentient and thinking individual is not built into the current teaching practice. Teaching methods would be improved if trainers encouraged riders to pay more attention to the perspective of the horse, to examine how to interpret and attend to the horse's reactions, and to reflect on these issues in dialog with them. [ABSTRACT FROM AUTHOR]

This study investigates the process by which English as a Foreign Language (EFL) student teachers transmute their Pedagogical Content Knowledge (PCK) into Personal Practical Knowledge (PPK) within a blended learning community. Data sources, including conversation transcripts, reflective journals, and field notes, were meticulously examined utilizing the commonplaces of temporality, sociality, and place. Several key findings were unveiled: (1) the volume and focal points of transformed PPK varied across participants; (2) the metamorphosis of PCK into PPK was found to be selectively partial, filtered by factors such as previous learning experiences, course expectations, and levels of engagement; and (3) the selection process was molded within the dynamic interplay of the internal components of the blended learning community and the external socio-cultural conditions. The study concludes that the cognition mechanism of EFL student teachers’ PPK is characterized by elements of variation, selection, and dynamism. [ABSTRACT FROM AUTHOR]

Contribution to the essay forum "The Jewish Recipe." [ABSTRACT FROM AUTHOR]

With this article, I want to raise questions about the gardener's practical knowledge in order to create greater awareness in educational contexts and working life of the importance and application of what it means to be and work as a gardener. Practical knowledge takes time to develop and requires experience and conscious reflection. It also requires knowledge of the particular site you are working with, which in principle is always complex, as it involves everything from natural habitats to human expressions, such as history. To understand what practical knowledge is, I drew on situations from my working life and discuss these with references that highlight the importance of involving different forms of knowledge, phenomenology and hermeneutics. I used the concept of genius loci to formulate the meaning of places and posthumanist thoughts on the relationship between humans and nature. My conclusion is that experience, reflection and knowledge of a place are central to building sites, a task in which the gardener is highly involved. I conclude with a number of questions about how to work with these aspects of the profession in education and working life. [ABSTRACT FROM AUTHOR]

During the pandemic, online classes were held around the world, which facilitated access to observe teaching practices. This is a relevant experience, since there are few reflective instances in schools, even though public education policy emphasizes reflective practice in the professional development of teachers. In this regard, the observation of videos shows high reflective potential, helping to problematize and analyze teaching. This research sought to describe the functions and experience of classroom video observation with a reflective approach of teachers from four educational schools in the city of Concepción, Chile. The approach was interpretative, an instrumental case study design, with nine participants, selected by a maximum variation sampling and safeguarding ethical criteria. In-depth interviews were conducted and subjected to content analysis. The results showed three functions of the video observation, one instrumental and two others of reflective approach. In addition, the video observation was recognized as a reflective experience that facilitates the reconsidering of teaching performance, renewing practices, and developing reflective habits; also, facilitating and hindering elements were found in the video observation. It is concluded that the functions and experience of video observation could improve and professionalize teaching, based on the awareness and understanding of practice. [ABSTRACT FROM AUTHOR]

The objective of this article is centered in valuing from the pedagogic didactic point of view the importance of the practical professional pre, and how through a systemic didactic work you can contribute to the development of professional abilities. For it, it is indispensable to discern the paper of the theoretical knowledge in the process of teaching learning practice, summing up the interaction centers the theoretical thing and the practical thing. In this analysis the methods configuration relationship were used, the dialectical one as system and concrete historical analysis when studying the practical professional pre in the Ecuadorian reality. Lastly this study ago a characterization of the main deficiencies of the practical professional pre and their incidence in the ways of performance of the professional futures in the universities of Ecuador. [ABSTRACT FROM AUTHOR]

Two traditions in action theory offer different accounts of what distinguishes intentional action from mere behavior. According to the causalist tradition, intentional action has certain distinguished causal antecedents, and according to the Anscombian tradition, intentional action has certain distinguished epistemological features. I offer a way to reconcile these ostensibly conflicting accounts of intentional action by way of appealing to "ability-constituting knowledge". After explaining what such knowledge is, and in particular its relationship to inadvertent virtue and knowledge-how, I suggest that, among other things, appealing to ability-constituting knowledge can help us flesh out what it is for an agent's reasons to non-deviantly cause and sustain her purposive behavior. [ABSTRACT FROM AUTHOR]

While throughout modern history it has been shown how thoroughly biological discourses were shaped by conceptions originating in the theory and praxis of breeding, for the medieval period similar studies are mostly absent. This paper offers a symmetrical history of theory and praxis of breeding by asking to what extent they shaped medieval conceptions of human 'race' and 'ancestry' in Europe. For scholarly knowledge of breeding, the analysis relies on Albertus Magnus' extensive Aristotelian work De animalibus. For the practical knowledge of the breeders, scattered indications from the secondary literature are compiled and promising primary sources are outlined for further research. The paper finds that various concepts and practices whose origins are commonly placed in the early modern period were already present in the Middle Ages, including the concept of reproductive heredity and the view that creation diversified over time through reproductive ancestry. Breeding practices, thus, existed before the rise of genetics in modern biology. The medieval conceptions of 'race' and 'ancestry' underwent conceptual transfers from the non-human into the human sphere, collapsing the qualitative distinction of the two spheres into one quantitively graded overarching image of nature. [ABSTRACT FROM AUTHOR]

This article makes the case that building landscape architecture’s procedural knowledge – defined as a collectively-shared and critically-examined understanding of the diverse ways landscape architects design – is of critical importance to the profession and discipline, especially if the profession desires to become more relevant and valuable to society as a whole. Knowing-how to design is the core knowledge-base of the field. Landscape architects’ abilities to view complex situations holistically, engage in ethical deliberations, envision new possibilities, and weigh alternatives from multiple perspectives is the key to their design expertise. This design expertise is needed in order to create designs that respond to the complex problems of today’s society. More procedural knowledge is needed: (1) so that landscape architects can learn from each other, (2) so that beginning landscape designers have clear models upon which to build expert knowledge, and (3) so educators do not have to rely only on their personal experiences when teaching design. Because good designing responds holistically within particular circumstances, it is challenging to develop transferable knowledge about designing, but there are models from practice research that suggest how it could be done.

With this article, I want to raise questions about the gardener’s practical knowledge in order to create greater awareness in educational contexts and working life of the importance and application of what it means to be and work as a gardener. Practical knowledge takes time to develop and requires experience and conscious reflection. It also requires knowledge of the particular site you are working with, which in principle is always complex, as it involves everything from natural habitats to human expressions, such as history. To understand what practical knowledge is, I drew on situations from my working life and discuss these with references that highlight the importance of involving different forms of knowledge, phenomenology and hermeneutics. I used the concept of genius loci to formulate the meaning of places and posthumanist thoughts on the relationship between humans and nature. My conclusion is that experience, reflection and knowledge of a place are central to building sites, a task in which the gardener is highly involved. I conclude with a number of questions about how to work with these aspects of the profession in education and working life.

Copyright of International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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 Sanskrit philosophy, the closest analogue of intuition is pratibhā. Here, I will focus on the theory of pratibhā offered by the Sanskrit grammarian Bhartṛhari (fifth century CE). On this account, states of pratibhā play two distinct psychological roles. First, they serve as sources of linguistic understanding. They are the states by means of which linguistically competent agents effortlessly understand the meaning of novel sentences. Second, states of pratibhā serve as sources of practical knowledge. On the basis of such states, both human and non-human agents unreflectively know which actions they should perform under which circumstances. Given these two roles of pratibhā, modern commentators have often claimed that states of pratibhā, as understood by Bhartṛhari, are intuitions. In this article, I will reconstruct Bhartṛhari's view and to explore its consequences, I will argue that, if Bhartṛhari's theory of pratibhā is right, then a form of human exceptionalism – which makes rationality a unique trait of human beings – becomes difficult to maintain. [ABSTRACT FROM AUTHOR]

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Ethnobotanical knowledge, also known as Local Ecological Knowledge (LEK), of edible plants includes identifying plants using local names and knowledge of specific preparations and ecological characteristics. We analyze children's ethnobotanical knowledge of 107 species of edible plants in two rural locations in western Mexico and the sociodemographic factors that influence their knowledge. We found a high consensus among the three domains we evaluated. Forty-four species were known to at least 90% of the children. The factors that influence children's knowledge include age, which was significant in both communities, and other variables such as gender, number of siblings, birth order, occupation and age of mother, occupation and age of father, size of household, and participation in planting the milpa field. These factors were significant in differing ways between the study communities. We found effective transmission of ethnobotanical knowledge to children to be influenced by intergenerational interactions. [ABSTRACT FROM AUTHOR]

The following paper presents the results of a case study on the educational potentiality of pedagogical documentation as a way to construct the research disposition of preschool teachers in initial education. After an introductory reflection on the relevance of provoking the reconstruction of practical knowledge, pedagogical documentation is approached as it is proposed in Reggio Emilia preschools (Italy). This contribution presents as its fundamental findings the potentiality of pedagogical documentation as a way to enter into a dialogue with the complexity of teacher education processes. It is argued that this tool can be essential to weave research into a preschool teacher's day-to-day action. Although participating students are initially uncomfortable using the tool, finally they end up mobilising each of the five constituent dimensions of teachers' practical knowledge (attitudes, values, emotions, skills and knowledge). [ABSTRACT FROM AUTHOR]