How people arrive at their convictions, and how they come to change them, remain immensely difficult questions. This article approaches convictions as manifestations of individuals' embodiment, and as allegories of their lives. As well as a rehearsing of moments of his own embodied learning, the main author engages in an email exchange with the second author, pondering how he might answer her questions about an anthropological methodology which more nearly approaches others' embodied experiences: the convictions represented by informants' words and behaviours. The article ends inconclusively. An individual's knowledge of body and self is part of that body and self, situated amid world-views and life-projects. Alongside the radical otherness of anthropologists' informants is the relative otherness of anthropologists to themselves. Our disciplinary conclusions concerning convictions, own and other, must remain provisional and open.
The Enigma of Non-arrival
Nigel Rapport and Noa Vaisman
A class experiment in interdisciplinary education
Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller, and Simone Rödder
-called ‘breaching experiment’. The aim of our reflections is to advance an understanding of whether experiential learning facilitates integrated education across the ‘two cultures’ divide. Specifically, we argue for social breaching as a methodology to let natural
Eva Insulander, Fredrik Lindstrand, and Staffan Selander
Over the last three decades, notions like “the flipped classroom,” 1 “TPACK,” 2 “digital learning objects,” 3 and “virtual learning environments,” 4 together with the evolution of multimodal communication 5 and new standards for the assessment
Penny Welch and Susan Wright
In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences , authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture
Hailey L. Huckestein, Steven M. Mikulic, and Jeffrey L. Bernstein
When studying the political development of young people, level of education matters. However, instead of concentrating on the amount of education and how it affects one’s political attributes (vertical effects of education), we consider the effects of characteristics of one’s education, specifically one’s college major, among people with similar levels of education (horizontal effects). Our study demonstrates that the discipline in which one majors affects one’s political development, over and above the expected self-selection effects. While our results are modest, they suggest that there is much to be gained from exploring horizontal variations in education and its effects on political attributes.
sheer, simple joy of learning for its own sake’. BFU is not alone in taking up this charge. It is one node in a rich constellation of radical study projects that have been proliferating around the world over the past two decades. These projects differ in
Anthropological reflections on ‘Project 2012’ and The Offer
exploration of the initiatives and projects that unfolded as this university aimed to reshape learning and teaching practices in preparation for 2012. This was expressed most clearly in the twin initiatives of ‘Project 2012’, which aimed to prepare academic
Using an ‘international edition’ to teach critical thinking and intercultural understanding
Kristina C. Marcellus
changes in wider Egyptian society that had affected the way that education in their country is done. Students were very aware that models of teaching and learning, such as rote memorisation, that relied upon standardised testing for assessment are
Eva Infante Mora, Davydd Greenwood, Melina Ivanchikova, Carmen Castilla-Vázquez, Rafael Cid-Rodríguez, Bartolomé Miranda Díaz, and Gustavo A. Flores-Macías
This section of the account of the action research and thorough reform of the CASA-Sevilla study abroad programme describes how the courses in the fields of anthropology, history and art / art history were changed. It explains why a pedagogical reform was needed, the choices faculty members made and the difficulties they faced. Transitioning to an active pedagogy has not been an easy path for faculty. The accounts show how they integrated independent intercultural research into their classes and how they reacted to their new roles as intercultural mentors. It also includes a description of the faculty member-in-residence’s role in the programme and reflections on the reform by the faculty member who served as Cornell representative in CASA-Sevilla during the 2016–2017 academic year.
an accounting perspective
A feature of globalisation is encouragement of universities to become more businesslike, including adoption of the type of accounting routines and regulations used by businesses. The question debated in higher education policy research is whether this focus on being businesslike is compatible with the statutory public benefit obligations of universities. This question is addressed from a financial-management perspective, drawing on Max Weber's discussion of the effects of accounting in business, governmental and not-for-profit organisations. 1 His approach is applied to three ideal-typical universities, focussing on differences in legal terms of reference and sources of funding. The article argues that the proposed reforms of public-sector accounting will make it difficult (if not impossible) to ascertain whether the publicbenefit aims of not-for-profit universities have been achieved. In addition, once installed, the business systems of accounting will encourage pecuniary rationality at the expense of the traditional value rationalities that ought to govern resource allocation in public-benefit organisations. The interaction between these effects introduces new risks, including the possibility that the controllers of universities may fail in their fiduciary obligations by wasting scarce resources on projects that, according to financial measures, appear profitable while neglecting those that have important public benefit and educational merit.