Introduction: Anatomy education known as being among the most significant components of medical education exists in the first and second semester lecture contents of medicine faculties. The considering of medicine faculty students viewpoints about anatomy education is important for improving anatomy education and teaching methods. In addition, the evaluation of interest and awareness of students to anatomy in postgraduate specialization preferences provides to predict researcher number which will be study in this area. (...) -/- Materials and Methods: In this study, it was proposed to evaluate the opinions of medicine faculty students about anatomy education and the view points and the awareness to anatomy in postgraduate specialization education. This study was performed on Gaziantep University second and third year medicine faculty students (n= 340). The data were obtained by feedback method with a questionnaire which consist of 30 question. -/- Results: It was found that the students chiefly benefited from lecture notes while they have been studied to theoretical and practical part of the anatomy individually. No significant correlation was found among general average grade and lengths of anatomy study of students (r= 0.097, p= 0.074). Fifty percent (%50) of students thought that don’t use of cadaver is always a deficiency in anatomy education. It was seen that the postgraduate career preferences of the students of 39.4% was internal medicine departments. The rate of students desiring the postgraduate anatomy specialization education was 1.2%. -/- Conclusion: In conclusion, the achieved results may will be beneficial for improving the new educational strategies related anatomy, resolving the present deficiencies and increasing the tendency to postgraduate anatomy education. (shrink)

The Anatomy of Economic Inequality in Wales (2011) provides quantitative evidence for the pervasive nature of class-based inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. This article moves beyond the baseline figures and argues that for marginalised, mature mothers re-entering education, the emotional cost is often one that they are unable to pay, and that practitioners and policy (...) makers need to be aware of, and responsive to their situation so that retention and completion rates can be improved. The article presents case studies from two research projects, which aimed to explore and represent the educational experiences of working-class mature students in urban south Wales. The article focuses on the accounts of women who completed Access courses and gained places in post-1992 universities, focusing on their initial aspirations and later disappointments. The article examines the ways in which classed, gendered and relational positionings conflicted with their education trajectory and often contributed to their withdrawal from academia. (shrink)

Considering that the visual dimension of anatomy cannot be ignored and an anatomy education without the visual part will make a doctor imperfect in their profession, it may be seen that pictorial anatomy books written in previous periods are highly valuable. The purpose of this study is to investigate the spinal nerve anatomy included in the work titled Teşrihü’l-Ebdan min e’t-Tıb written in the XIVth century and compare the information at that period to the information (...) of our time. The nervous system was analyzed under a separate title in the book. Firstly, general information was provided about nerves, and then cranial and spinal nerves were described. The author stated in his work that there are two differences between humans and animals as feeling and movement. He stated that the center for feeling and movement is the brain and all nerves converge in the brain. Although there are insufficient or incorrect information in historical books of medicine, such books are highly valuable as they show the scientific progress. It is apparent that Mansur’s work titled Teşrihü’l-Ebdan min e’t-Tıb has a significant place in the history of anatomy, and its influence was reflected in the following periods. Despite the occasions of insufficient or incorrect information in the piece, we think it contributed to the historical development of anatomy. (shrink)

Our present day knowledge in the area of medicine in Ancient Egypt has been severally sourced from medical papyri several of which have been deduced and analyzed by different scholars. For educational purposes it is always imperative to consult different literature or sources in the teaching of ancient Egypt and medicine in particular. To avoid subjectivity the author has found the need to re-engage the efforts made by several scholars in adducing evidences from medical papyri. In the quest to re-engage (...) the efforts of earlier writers and commentaries on the medical papyri, we are afforded the opportunity to be informed about the need to ask further questions to enable us to construct or reconstruct both past and modern views on ancient Egyptian medical knowledge. It is this vocation the author sought to pursue in the interim, through a preliminary review, to highlight, comment and reinvigorate in the reader or researcher the need for a continuous engagement of some pertinent documentary sources on Ancient Egyptian medical knowledge for educational and research purposes. The study is based on qualitative review of published literature. The selection of those articles as sources was based on the focus of the review, in order to purposively select and comment on articles that were published based either on information from a medical papyrus or focused on medical specialization among the ancient Egyptians as well as ancient Egyptian knowledge on diseases and medicine. It was found that the Egyptians developed relatively sophisticated medical practices covering significant medical fields such as herbal medicine, gynecology and obstetrics, anatomy and physiology, mummification and even the preliminary form of surgery. These practices, perhaps, were developed as remedies for the prevailing diseases and the accidents that might have occurred during the construction of their giant pyramids. It must be stated that they were not without flaws. Also, the key issues raised from these literatures are but a few among the Egyptian medical corpus across the academic and publishing world. It should therefore afford researchers, students and readers the opportunity to continue the educational dialogue on the medical practices of the Ancient Egyptians. (shrink)

Descartes was born in La Haye (now Descartes) in Touraine and educated at the Jesuit college of La Fleche` in Anjou. Descartes’modern reputation as a rationalistic armchair philosopher, whose mind–body dualism is the source of damaging divisions between psychology and the life sciences, is almost entirely undeserved. Some 90% of his surviving correspondence is on mathematics and scientific matters, from acoustics and hydrostatics to chemistry and the practical problems of constructing scientific instruments. Descartes was just as interested in the motions (...) of matter as in the supernatural soul, and he advised against spending too much time on metaphysical inquiries which neglect imagination and the senses. After meeting the Dutch engineer Isaac Beeckman in 1618, Descartes became committed to a systematically ‘mechanical’account of nature. This involved explaining all natural processes in terms of interactions between microscopic material bodies in motion. Descartes modelled his physics and cosmology on the behaviour of fluids, which also have a distinctive and central role in his physiology: the key processes for natural philosophical investigation are the circulation and mutual displacement of constrained bodies, rather than the isolated collisions of atoms in a void. Descartes settled in Holland in 1628, and commenced an ambitious programme of physiological research. In 1630 he was ‘studying chemistry and anatomy simultaneously’, and in late 1632 he was ‘dissecting the heads of various animals’, in order to ‘explain what imagination, memory, etc. consist in’. By late 1633 Descartes had almost completed L’homme, the Treatise on Man; but he abandoned plans to publish it along with a work on matter theory and optics which relied on Copernican cosmology, after he heard of the condemnation of Galileo. L’homme was published posthumously in 1662 (Latin) and 1664 (French); not until 1972 was it fully translated into English. L’homme draws on many (mostly unnamed) Renaissance medical writers, and covers, firstly, a range of traditional physiological topics, such as digestion and respiration.. (shrink)

Explanations in behavioural neuroscience are often said to be mechanistic in the sense that they explain an organism’s behaviour by describing the activities and organisation of the organism’s parts that are “constitutively relevant” to organism behaviour. Much has been said about the constitutive relevance of working parts (in debates about the so-called “mutual manipulability criterion”), but relatively little has been said about the constitutive relevance of the organising relations between working parts. Some New Mechanists seem to endorse a simple causal-linking (...) account: organising relations are constitutively relevant to organism behaviour if and only if (and because) they are causal relations that link the working parts that are constitutively relevant to organism behaviour. In this paper, I argue that the causal-linking account is inadequate because it neglects the constitutive relevance of anatomical relations that organise the working parts of a behaving organism. I demonstrate this by considering a case study where the anatomical organisation of the barn owl (Tyto alba) is constitutively relevant to their mechanism for sound localization. The anatomical organisation of this mechanism is best understood as the back-and-forth flow of task information across 7 “levels of anatomy” (a notion that I distinguish from levels of mechanism). A further implication, I conclude, is that at least some of the interlevel structure of neuroscientific explanation is accounted for by levels of anatomy, not levels of mechanism. (shrink)

It is argued that medical science requires a classificatory system that (a) puts functions in the taxonomic center and (b) does justice ontologically to the difference between the processes which are the realizations of functions and the objects which are their bearers. We propose formulae for constructing such a system and describe some of its benefits. The arguments are general enough to be of interest to all the life sciences.

The Common Anatomy Reference Ontology (CARO) is being developed to facilitate interoperability between existing anatomy ontologies for different species, and will provide a template for building new anatomy ontologies. CARO has a structural axis of classification based on the top-level nodes of the Foundational Model of Anatomy. CARO will complement the developmental process sub-ontology of the GO Biological Process ontology, using it to ensure the coherent treatment of developmental stages, and to provide a common framework for (...) the model organism communities to classify developmental structures. Definitions for the types and relationships are being generated by a consortium of investigators from diverse backgrounds to ensure applicability to all organisms. CARO will support the coordination of cross-species ontologies at all levels of anatomical granularity by cross-referencing types within the cell type ontology (CL) and the Gene Ontology (GO) Cellular Component ontology. A complete cross-species CARO could be utilized in other ontologies for cross-product generation. (shrink)

The peritoneum is the largest serous membrane in the body that covers the inner side of the abdominal wall and reflects over the abdominal viscera. Though the visceral peritoneum accounts for roughly four-fifth of the total surface area of the membrane, but the parietal peritoneum is the more important for peritoneal dialysis. Between the parietal and visceral layer of peritoneum there is potential space called peritoneal cavity, contain small amount of serous fluid. If dialysates remain more or less than normal (...) in the peritoneal cavity that may cause edema or hypovolemic shock. Hence transport across the peritoneal membrane need great attention to the nephrologist during dialysis. Solute and water transport from blood to peritoneal cavity by diffusion and osmic ultra-filtration whereas absorption to the blood via lymphatic has negatively affect between these two process. Another important thing that the peritoneum is lined by mesothelium. Therefore, primary complication of peritoneal dialysis is infection due to the presence of a permanent tube in the abdominal cavity. Mortality is higher in the elderly and if present in prolonged time. Peritoneal sclerosis is a fetal complication due to growth of a thick layer of fibrin within the peritoneum, in where every chance of the bowel obstruction. The fluids contain glucose for dialysis use as a primary osmotic agent but this may lead to peritonitis. The decline of kidney and peritoneal membrane function and negative health outcome. It is important to be aware about the sex difference of peritoneal membrane during dialysis. Retrograded menstruation may occur in any women as there is continuity of peritoneal membrane with the fallopian tube. If goes undetected will cause bloody dialysate and create concern of the patients. Therefore, anatomy of peritoneal membrane and its function has great value during peritoneal dialysis and thereby effecting its therapeutic efficacy. (shrink)

Satirical cartooning in Vietnam is subject to a complex dynamic: an increasingly liberalised and internationalised economy, and the rise of social media in a one-party state. This article examines what state-sanctioned satirical cartoons can reveal about the representation and management of political criticism in such a context. We find a growing trend of depicting corruption as a systemic problem, which is present in 45 per cent of the sample and in 70 per cent of the 20 most-viral cartoons in one (...) of Vietnam’s most popular magazines, Tuoi Tre Cuoi (Youth Humour). This trend can be interpreted as a change in the sensibility of audiences and a shift toward a more tolerant media landscape. The trend, however, may also be a worrying sign of the dual dangers of cynicism in Vietnamese politics: the development of apathy among audiences and the cynical use of art by authorities. Despite these concerns, we argue, political cartoons in Vietnam provide an important public avenue for collective political reflection and everyday social solidarity. (shrink)

Le présent article a pour objectif de mettre en évidence un aspect de l’influence de Francis Hutcheson sur la troisième partie du Traité de la Nature Humaine de David Hume, consacrée à la morale : Hume écrit, en effet, que l’être humain est doté d’un sens moral. Cependant, la distinction qu’il opère entre la philosophie de l’anatomiste et celle du peintre, dans cette œuvre, montre qu’il se refuse à suivre totalement l’exemple de Hutcheson. Hume compte bien, au contraire, approfondir et (...) compléter une philosophie morale qu’il trouve encore superficielle chez son contemporain et même si cela implique de devoir toucher et réinterpréter les concepts clés de ce dernier. Pourtant, à y regarder de près, la notion de sympathie contribue, d’un certain point de vue, à rapprocher les deux philosophies. Le sens moral de Hume, dans le Traité, ne serait-il pas bien plus qu’une simple expression vide de contenu, comme on l’a trop souvent supposé ? Et que serait-il alors ? (shrink)

It is argued that medical science requires a classificatory system that (a) puts functions in the taxonomic center and (b) does justice ontologically to the difference between the processes which are the realizations of functions and the objects which are their bearers. We propose formulae for constructing such a system and describe some of its benefits. The arguments are general enough to be of interest to all the life sciences.

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...) class='Hi'>education. By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)

Introduction: The having extremely detailed macroscopic anatomy knowledge of the present medicine literature has been result of the information accumulation throughout the hundreds years. The numerous science hero have contributed for this purpose. The scientists being ahead of his time by their knowledge and scientific perspective have contributed worthy to development process of medicine. -/- Materials and Methods: The chapters related to the kidney anatomy in El-Kânûn Fi’t-Tıbb was written by İbn-i Sînâ in the 11th century, Kitab-ı Teşrihü’l-Ebdan (...) Min e’t-Tıb is one of the first illustrated anatomy books that was written by Mansur b. Muhammed b. Ahmed in 14th century, Teşrih-ülEbdan ve Tercümânı Kıbale-i Feylesûfan is the first illustrated Turkish anatomy book that was written by Şemseddîn-i İtâkî in 17th century were evaluated. -/- Results: The informations were compared in three books and were interpreted by the present informations. These books have contributed to development of anatomy although some of the informations in them are faulted. -/- Conclusion: All three books are valuable in point of showing the development of medicine. The extensive evaluation of books which have important place in history of medicine will give valuable information about development process of medicine. (shrink)

The aim of this paper is to evaluate the critical success factors and investigate the benefits that might be gained once implementing Electronic Customer Relationship Management at HEI from employee perspective. The study conducted at Al Quds Open University in Palestine and data collected from (300) employee through a questionnaire which consist of four variables. A number of statistical tools were intended for hypotheses testing and data analysis, including Spearman correlation coefficient for Validity, reliability correlation using Cronbach’s alpha, and Frequency (...) and Descriptive analysis. The overall findings of the current study show that all the features were important for staff and it was critical success factors, at the same time, websites were providing all the features discussed by the theory whereas staff showed their willingness to use those features if provided. It is also discovered that implementing Electronic Customer Relationship Management can cause staff retention, were provided efficiently and needed to be improved. Research limitations: The survey findings were based on QOU employee in Palestine, UAE and KSA branches not included in the study. (shrink)

In his Treatise of Human Nature Hume makes clear that it is his aim to make moral philosophy more scientific and properly grounded on experience and observation. The “experimental” approach to philosophy, Hume warns his readers, is “abstruse,” “abstract” and “speculative” in nature. It depends on careful and exact reasoning that foregoes the path of an “easy” philosophy, which relies on a more direct appeal to our passions and sentiments . Hume justifies this approach by way of an analogy concerning (...) the relevance of anatomy to painting. “The anatomist,” he says, “ought never to emulate the painter.” At the same time, the painter cannot afford to ignore the anatomist: An anatomist [...] is admirably fitted to give advice to a painter ... We must have an exact knowledge of the parts, their situation and connexion, before we can design with any elegance or correctness. And thus the most abstruse speculations concerning human nature, however cold and uninteresting, become subservient to practical morality; and may render this latter science more correct in its precepts, and more persuasive in its exhortations. As these remarks suggest, Hume’s anatomy of virtue is not without its own practical aims and objectives. It is advanced with a view to identifying and carefully delineating the true foundations of morality in human nature and correcting our practices in light of this. With this improvement in our understanding of the nature and basis of virtue, we can better appreciate the way in which virtue secures happiness for ourselves and others and may also avoid the distortions and corruptions of morality by religious superstition. (shrink)

Dans cet article, j’étudie la représentation faite par la médecine hippocratique des principaux organes du corps et du système vasculaire en souhaitant montrer que l’anatomie hippocratique n’est ni le produit de l’observation rigoureuse, ni celui de la pure fantaisie, mais qu’elle a toujours pour fonction de soutenir une théorie physiologique ou une pratique thérapeutique. Je mets d’abord en évidence la correspondance étroite entre certaines descriptions anatomiques parmi les plus détaillées du Corpus hippocratique et la physiologie humorale défendue par plusieurs auteurs. (...) J’analyse ensuite quelques schémas du système vasculaire dans le but d’exposer leur dépendance à l’égard de l’étiologie et de la thérapie. (shrink)

Che cos'è la stoltezza? ... Questo libro si apre con il mio tentativo di capire la stoltezza. Seguono quattro capitoli che esplorano quanto di buono si possa imparare da altri tentativi di capire la stoltezza. Il mio tentativo affonda le radici nel fascino, che subisco ormai da lungo tempo, per il ruolo che una serie di ideali intellettuali, come la chiarezza e la precisione, giocano dapprima nel pensiero austriaco e poi nella filosofia analitica.

Tourism education plays a key role in shaping students’ engagement with sustainability by providing them with the knowledge and skills to address environmental challenges and encouraging them to promote sustainable practices in the industry. This study explores how four years of tourism education at Prince of Songkla University in Phuket, Thailand, influence students’ knowledge, attitudes, and intentions toward sustainability. Despite gaining theoretical knowledge of sustainability principles, the findings reveal a decline in students’ willingness to adopt environmental sustainability practices (...) as their years of education increase. This may reflect a disconnect between classroom lessons and practical application, potentially due to limited practical learning experiences and the prevalent “eco-deficit culture” within the tourism industry, which often prioritizes profit over environmental responsibility. As a result, students may filter out information regarding environmental sustainability despite their sustainability education at the university. To support long-term engagement in sustainability, the paper recommends revising curricula to include more experiential learning opportunities, interdisciplinary collaboration, and stronger partnerships with industry stakeholders. (shrink)

Vast archives of fragmentary structural brain scans that are routinely acquired in medical clinics for diagnostic purposes have so far been considered to be unusable for neuroscientific research. Yet, recent studies have proposed that by deploying machine learning algorithms to fill in the missing anatomy, clinical scans could, in future, be used by researchers to gain new insights into various brain disorders. This chapter focuses on a study published in2019, whose authors developed a novel unsupervised machine learning algorithm for (...) synthesising missing anatomy in extremely sparse clinical MRI scans of thousands of stroke patients. By approaching the study from a media-theoretical perspective, I analyse how its authors dis-cursively negotiated the anatomical and operative plausibility of the unobserved anatomy that their black-boxed algorithm reconstructed from the existing sparse data. My analysis fore-grounds the processual, relational, context-dependent, and essentially unstable character of the thus established plausibility of the algorithmically synthesised neuroanatomy. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...) understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while (...) it might look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both. (shrink)

Grief is often described as characterized by a particular emotional response to another person’s death. While this is true of paradigm cases, we argue that a broader notion of grief allows accommodating forms of this emotional experience that deviate from the paradigmatic case. The bulk of the paper explores such a nonparadigmatic form of grief, anticipatory-vicarious grief, which is typically triggered by pondering the inevitability of our own death. We argue that AV-grief is a particular moral emotion that serves a (...) unique function and is indissolubly linked to the practical identities of human agents. An agent’s AV-grief is about the harm that occurs to individuals whose practical identities depend on the agent. (shrink)

Education as a Thick Epistemic Concept (ETEC) is a thick epistemology project that highlights the role of education in both epistemic virtues acquirement and motivation. In this paper, I argue that ETEC is not satisfactory because it relies on a version of Virtue Responsibilism (VR) that is also not plausible, in so far as it relies on the premise that both the motivation and the action-guidedness of epistemic and moral virtues are unified. By rejecting this unification premise, I (...) show that an epistemically virtuous person is not necessarily a morally virtuous/caring person either. It might happen to be the case that an epistemically virtuous person is also a morally virtuous person. However, there is no necessary connection between the two since there can be a sharp gap between their motivation and their action-guidedness. I also argue that there are bad forms of education that can further sharpen the gap between epistemic and moral virtues, further undermining ETEC. Thus, when it comes to education, a thick epistemology project should consider how different forms of education can sharpen the gap in the motivation and the action-guidedness of different types of virtues developed by learners. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...) in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education (...) as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore (...) this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

Objective: The present study aims to determine the number and position of the nutrient foramina (NF) of the human femur, tibia, and fibula and to observe the size, direction, and obliquity of the nutrient foramina. Methods: We observed 265 adult human, lower limb long bones in the Department of Anatomy of the Gaziantep University. The nutrient foramina were identified with naked eyes, and the obliquity was determined with a hypodermic needle. Gauge 20 and 24 needles were used for size (...) determination. Shape was observed with the naked eye and classified into oval and round types. The nutrient foramina location was determined by dividing total bone length into three segments, and the locations were validated by calculating foraminal index (FI). Results: Results showed that 79% of the long bones had a single nutrient foramen. More than 96% of the nutrient foramina were directed away from the knees. A total of 87% of the femoral foramina were located in the middle third, 72% of the tibial foramina were located in the proximal third, and 98% of the fibular nutrient foramina were located in the middle third of the specimens. Overall, no foramina were found on the distal third of the studied bones. Conclusion: Our study findings are in accordance to the findings from several research studies. The assessment of pathological conditions associated with the findings of foramen nutricium in our study may help clinicians and surgeons in planning treatments for applications to be performed in this region. However, it is thought that literature will be a source for basic and clinical sciences by providing reference values. (shrink)

School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for (...) rectifying injustice. Thus, boosting should be presumptively either made illegal or substantially reformed. Finally, Section 4 responds to potential objections. (shrink)

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions (...) are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition. (shrink)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

Objectives: Bibliometry is a research approach to measure and analyze the productivity of the literature in a specific area or journal. Therefore, bibliometric analysis is significant in the evaluation of the journals. In this study, we aimed to examine the articles published in Anatomy (ISSN: 1307–8798), the official publication of the Turkish Society of Anatomy and Clinical Anatomy (TSACA) between 2007–2018. Methods: The affiliations of the authors, identity, type, content and number of citations of articles published in (...) the journal Anatomy between 2007–2018 were recorded. Descriptive statistics of the data were made. Results: Between 2007 and 2018, 214 articles were published in 12 volumes and 19 issues, the number of published articles varying by years. 101 (47.6%) of 214 articles were cited. Forty four articles (20.56%) were prepared by a single author, and 170 (79.44%) articles by multiple authors. Conclusion: The findings obtained in this study are thought to be important for understanding the place of the journal Anatomy and its contribution to the scientific literature in the field of anatomy. (shrink)

Concerning how to educate science educators about the nature of science, in the context of the creationism debates.

The shift to digital learning platforms has empowered students with access to a broader array of learning resources, interactive content, and personalized learning paths. However, millions of students, particularly those from rural areas or lower-income families, struggle to access these resources due to a lack of digital infrastructure, reliable internet connectivity, and affordability of devices. Furthermore, the role of teachers has evolved, requiring new pedagogical approaches and technical skills to effectively harness these digital tools.

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) (...) satisfy Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

Journal of Applied Philosophy, EarlyView.

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further (...) argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

Dans les années 1997–2002, les Comores, un des plus petits et un des plus jeunes pays d’Afrique, ont été la scène d’un processus de la désagrégation de l’État, qui consistait non seulement en la désintégration effective du pouvoir central dans une partie considérable du territoire de l’archipel, mais également en la sécession des deux îles et l’émergence sur l’une d’elles d’un quasi-État qui, suite au concours de nombreuses circonstances, parvint à mener une existence autonome durant une période de cinq ans. (...) D’après un point de vue rencontré fréquemment, c’est une situation économique précaire qui mena à la crise de l’État aux Comores ainsi qu’à l’intensification des tendances séparatistes dans ce pays. En réalité, le problème de l’effondrement de l’État comorien est bien plus complexe et des prémisses historiques, politiques, sociales et économiques, aussi bien que des facteurs liés à l’environnement y ont contribué. (shrink)

Here is a puzzle about aesthetic education. In a variety of contexts, we commit significant time, energy, and resources to aesthetic education. We teach (and in many cases publicly subsidize) university courses and degrees that have aesthetic education as their primary aim; we also invest public resources into museums, including enrichment programs that are also designed to afford aesthetic education. It would seem that if our commitment to aesthetic education is rational, then aesthetic appreciation is (...) something that can be done better or worse. However, we also, in a variety of contexts (oddly enough, some of them being the same sorts of contexts that are designed to abet aesthetic education), act as if it is true that there is no disputing taste. We may try to persuade students to come around to particular judgments, but we do not penalize students for judging one way or another. The aim of this paper is to dissolve the apparent puzzle of aesthetic education by clarifying its aims and advancing a conception of it that deemphasizes the role of taste. I claim that, pace “the default view of aesthetic education” (as I shall call it), the primary purpose of aesthetic education is not to educate taste. It is, rather, to facilitate the development of certain perceptual-cognitive capacities so as to enhance aesthetic experience and improve aesthetic appreciation. Thus, I call the view of aesthetic education advanced here “a perceptual-cognitive model”. (shrink)

Aujourd’hui délaissées, parfois devenues gênantes, les collections médicales furent pourtant à l’avant-garde du renouveau de la médecine au début du XIXe siècle, avant que celle-ci ne devienne la médecine telle que nous la connaissons aujourd’hui. Selon une vision courante de l’histoire de la médecine, les collections médicales auraient perdu de leur utilité lorsque la médecine a accédé au statut de science expérimentale, les musées d’anatomie faisant alors place aux laboratoires. Les collections d’anatomie-pathologie comme le musée Dupuytren ne seraient que le (...) reliquat de cette histoire, le témoignage d’un échec méthodologique à opposer aux succès de la physiologie expérimentale. Cette narration de l’histoire de la médecine est-elle cependant correcte ? Dans quels buts épistémologiques les médecins ont-ils créé ces collections ? Quelles connaissances cherchaient-ils à obtenir par ce biais ? Plus généralement, pourquoi collecter en médecine – et en science – et pourquoi collectionner ? Pour répondre à ces questions, je m’intéressai principalement dans cette contribution aux pratiques de collecte et de collection chez les médecins de la Société Anatomique de Paris au XIXe siècle et au rôle joué par ces pratiques dans la construction de la collection Dupuytren. (shrink)

The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.

In Europe, welfare state provision has been subjected to 'market forces'. Over the last two decades, the framework of economic competitiveness has become the defining aim of education, to be achieved by new managerialist techniques and mechanisms. This book thoughtfully and persuasively argues against this new vision of education. This in-depth major study will be of great interest to researchers in the sociology of education, education policy, social theory, organization and management studies, and also to professionals (...) concerned about the deleterious impact of current education policy on children's learning and welfare. (shrink)

Education can transform our cognitive world. Recent use of enactivist and enactivist-friendly work to propose understanding transformational learning in terms of affective reframing is a promising first step to understanding how we can have or inculcate transformational learning in different ways without relying on meta-cognition. Building on this work, I argue that to fully capture the kind of perspectival changes that occur in transformational learning we need to further distinguish between ways of reorienting one’s perspective, and I specify why (...) different ways are differently valuable. I propose that recent approaches to Confucian ritual provide a clue to what is missing in characterisations of perspective transformation and the resultant transformed perspective. I argue that focussing on ritualised interpersonal interactions provides a further clue as to what’s missing from a mere appeal to the ritual-based inculcation of new perspectives, namely the kind of lightness and flexibility that some ritualised interactions encourage participants to have, and the deepening of perspective associated with that lightness. I argue that a case study of a project implementing a highly ritualised philosophical practice with prisoners in Scotland shows how these constraints, seemingly paradoxically, function so as to actually deepen the perspectival spaces of those agents. This case study provides a proof of concept for the proposal that certain forms of ritual engagement can reliably bring about the kind of transformation of perspective that is the target phenomenon of transformative learning theory. (shrink)

In this paper I argue that although the Republic’s tripartite theory of the soul is not explicitly endorsed in Plato’s late work the Laws, it continues to inform the Laws from beneath the surface of the text. In particular, I argue that the spirited part of the soul continues to play a major role in moral education and development in the Laws (as it did in earlier texts, where it is characterized as reason’s psychic ‘ally’). I examine the programs (...) of musical and gymnastic education in the Laws and highlight parallels to the accounts of the spirited part of the soul and its role in moral education and virtue that are offered in Republic and Timaeus. I also examine the educational role given to the laws themselves in Magnesia, and I suggest that the education provided through them is largely directed at the spirited part of the soul as well. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to (...) manifest with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

Objective: In this study, it is aimed to examine the characteristics and publication rates of oral presentations presented in national congresses. Methods: The data about the oral presentations in national anatomy congresses (from 2016 to 2021), including the number of contributing institutions, the institutions that contributed the most oral presentations each year, and the publication rates of the oral presentations in the journals scanned in different indexes. In the study, the titles and the keywords were scanned using Google Scholar (...) and Web of Science, and journal index details were noted. Results: Of the national congresses we examined in our study, the most oral presentations (193) were the congress in 2019 and the least oral presentations (47) were the congress in 2017. The publication rate of oral presentations was highest in the papers of the congress in 2016 (42%) and at least in the papers of the congress in 2019 (13%). None of the oral presentations in the last congress held in 2021 were published until the time of our study. Large proportions (34%) of the papers that are accepted as oral presentations and published are radiological studies. 70% of the publications were published in journals indexed in Web of Science. Conclusion: For both new and senior academics, congresses offer a useful and distinctive setting. Congress papers showcase the scientific opportunities and interests of various universities while also providing opportunities for collaboration. Attendance at a conference is significantly influenced by its location, timing, and financial situation. (shrink)