The Amelisweerd case, a highly debated highway network expansion project from the late 1970s, has been widely portrayed as a symbolic mismatch between government and entrenched stakeholder opposition. The aim of this article is to learn from the case by unraveling the policy process using a multiactor policy analysis model. The result is that the policy process scores poorly on all the three applied criteria, and this has had a discernible negative effect on the level of stakeholder support for the policy proposals. Since then, major changes have taken place in the planning processes of infrastructural projects in the Netherlands. However, the potential for learning from Amelisweerd is much wider, as since the 1960s public projects are increasingly subject to public scrutiny and comment. Careful analysis from iconic cases like Amelisweerd can help current infrastructural policymakers and planning project managers as they develop fresh policies and projects.
The Clash over the Amelisweerd Forest, 1957–1982
Odette van de Riet and Bert Toussaint
Theories on Education with Reflections on Problem-Based Learning Strategies
Abdullah A. Al Sayyari and Fayez Hejaili
Ibn Khaldoun is the recognised founder of sociology. We propose that he is also the father of education and education methodology. We reflect on how close and relevant his educational theories are to contemporary educational strategies. He emphasises three stages of teaching and abhors coercion in education. Developing the interest of the pupil in the craft that he is studying is the central theme of good education. Ibn Khaldoun describes the influence of 'emotional intelligence' as an important component of educational and personal development, and he rejects the idea that intelligence is ethnically determined.
New Players and New Pedagogies in Three-Dimensional Cultural Heritage
ensure its utility? And how do we navigate the problems presented by the digitization and printing of cultural heritage in a wider learning environment? This article assesses the feasibility of all stages of three-dimensional museum artifact production
Anthropology and anthropological literature have had an irreversible effect on the practice of contemporary shamanism. In this small-scale study, I look at the complex ways the literature has been recorded, initiated interest, revived and verified the shamanic practices. Over the years, anthropologists have also caused distortions in revived practices as they have left some things unrecorded. On the basis of written responses and interviews from shamanic practitioners and active drumming-group members, I demonstrate that the argument of neo-shamanism as the only form of shamanism still alive is not completely true. Attention is drawn also to the claim about the cycle of learning in contemporary shamanism. My argument is that the main part of learning in the deeper levels of shamanic practices still happens in face-to-face situations.
Gal Raz, Giancarlo Valente, Michele Svanera, Sergio Benini, and András Bálint Kovács
correlates of shot-scales ( Figure 3 ): first, fMRI data was collected from healthy volunteers while they were watching at least one of these clips. Second, we applied a machine-learning approach on this data and developed a computational model that
Michael C. Reichert and Richard Hawley
In a large-scale survey of effective teaching practices with boys conducted in 2008 across 18 schools in 6 different English-speaking countries, we collected lessons in a wide variety of subject areas (math, literature, science, art) shaped to fit boys’ particular learning needs and preferences. At a time of widely-published claims about boys’ relative failure to thrive in contemporary school settings, we surveyed schools dedicated to boys in particular—boys’ schools—in hopes of discovering the outlines of a pedagogy that might have broader relevance for boys everywhere. Nearly 1,000 teachers responded with detailed descriptions of teaching approaches that succeeded in engaging boys. Boys themselves—1,500 of them, aged 12-19—corroborated the features of effective instruction reported by their teachers. We suggest that the practices identified were “chafed” into being by sustained interactions between teachers and their male students. In this mutually-attuned, coordinated interaction between boy learner and adult instructor, we found qualities of responsiveness and connection echoing regulatory communication commonly associated with earlier periods in child development. Given current concerns about widespread gaps in many boys’ school performance, these stories affirming educational relationships could point the way to a clearer understanding of how best to engage boys in scholastic endeavor.
Connecting Learning in a Field of Experience
Learning networks do not arise from nothing. They are born out of personal connections, exchanged conversations, constructed spaces, and shared visions. Other broader contexts (e.g., the theoretical contexts or funding policies available within a globalized economy) are also part of this landscape. The Museum Mediators in Europe course is one of such learning networks that came to be in 2013 with the aim of representing institutional and professional needs of mediation professionals in the European countries involved in this project: Portugal, Spain, Italy, Denmark, and Estonia. The project argues that a clearly defined set of best practices in museum education is called for and that leadership/mentoring programs for museum mediators should be utilized to foster professional learning communities within museums.
Daniel Newman, Peter Wells, Paul Nieuwenhuis, Ceri Donovan, and Huw Davies
This article considers electric cars as socio-technical experiments in meeting mobility requirements. There have been numerous trials and government incentives to promote such vehicles, but with a notable lack of success. The article thus seeks to address an urgent need to understand such “transition failure,” which may ultimately impact upon how progress is measured in sociotechnical transitions. Presenting results from a recent research project, it is suggested that shared usage models hold greater potential for achieving sustainable personal mobility. It is concluded, however, that multiple niche experiments present a highly complex situation in which cumulative learning is problematic.
James E. Cutting, Catalina Iricinschi, and Kaitlin L. Brunick
This article presents a new method to create maps that chart changes across a cinematic narrative. These are unlike narrative spaces previously discussed in the literature—they are abstract, holistic, dynamic representations based on objective criteria. The analysis considers three films (All About Eve, Inception, and MASH) by counting the co-occurrences of main characters within scenes, and 12 Angry Men by counting their co-occurrences within shots. The technique used combines the statistical methods of correlation, multidimensional scaling, and Procrustes analysis. It then plots the trajectories of characters across these spaces in All About Eve and Inception, regions for characters in Inception and MASH, and compares the physical arrangement of jurors with their dramatic roles in 12 Angry Men. These maps depict the changing structures in the visual narrative. Finally, through consideration of statistical learning, the article explores the plausibility that these maps mimic relations in the minds of film viewers.
A Cultural Ecological Framework and Its Implications for Education Systems
Phil Bayliss and Patrick Dillon
This essay critiques the majoritarian, post-Enlightenment, scientific worldview, the assumptions it makes about human cosmologies and lifestyles and how, in turn, these assumptions influence the nature of education systems. The critique focuses on how the experiences of minority cultures, particularly those cultures that are nomadic or pastoralist, challenge some of the fundamental premises of majoritarian education. There follows a cultural ecological framing which compares the ways in which Western (majoritarian) cultures and minoritarian cultures contextualise education. In Western educational situations, structures, contexts and schemata are substantially pre-defined, and we talk about things as 'context-dependent', since context is something that can be described as the backdrop to behaviour. In minoritarian cultures both meaning and context emerge from people's interactions with their environments and may subsequently be described. These are respectively relational and co-constitutional manifestations of situations. We present a cultural ecological framework in an attempt simultaneously to embrace both interpretations.