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The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers’ TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students’ use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students’ experiences of educational technology use.The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students’ varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

Abstract The theory of contracts is a fundamental element in legal theory that underpins how agreements are made and enforced. The philosophical roots of traditional contract theory essentially rely on the fiction of freedom to contract and pacta sunt servanda. Grounded in classical liberalism, traditional contract theory is based on a vacuum of ceteris paribus and individual autonomy, relating to the assumptions and fiction of freedom to contract as well as individual capacity to comply with and enforce contracts between the contracting parties. The law-in-action school in socio-legal studies encourages legal scholars to understand and consider the context in which contracts exist. There are institutional environments and social contexts that play a crucial role in contracting practices, which from a Weberian perspective, is fundamentally an economic action that must be understood in a broader context. Economic actions within those institutional and social contexts are well conceptualized in the models of New Institutional Theory, both in the school of institutional economics and organizational/institutional sociology, which fundamentally frames economic actions within formal institutional environments (institutional embeddedness) and the social networks/mechanisms that form informal institutions (social embeddedness). This framework ultimately aids in more holistically studying the fairness and effectiveness of contract enforcement. Abstrak Teori kontrak adalah elemen fundamental dalam teori hukum yang menjadi fondasi di mana perjanjian dibuat dan ditegakkan. Akar filosofis teori kontrak tradisional pada dasarnya mendasarkan pada fiksi kebebasan berkontrak dan pacta sunt servanda. Berpijak pada liberalisme klasik, teori kontrak tradisional menyandarkan pada ruang hampa ceteris paribus dan otonomi individu, berkaitan asumsi dan fiksi kebebasan berkontrak serta kapasitas individual dalam mematuhi dan menegakkan kontrak di antara pihak-pihak yang berkontrak. Mazhab law-in-action dalam kajian sosio-legal menggugah kalangan yuris untuk memahami dan menimbang konteks di mana kontrak itu hidup. Ada lingkungan institusional dan konteks sosial memainkan peran penting dalam praktik berkontrak, yang dalam pandangan Weberian, hakikatnya adalah suatu tindakan ekonomi (economic action) yang harus dipahami secara lebih luas konteksnya. Tindakan ekonomi dalam lingkungan institusional dan konteks sosial itu dikonseptualisasikan dengan baik dalam model-model Teori Institusional Baru (New Institutional Theory), baik dalam mazhab ekonomi institusional atau sosiologi organisasi/institusional, yang pada dasarnya ada dasarnya memerangka tindakan ekonomi dalam lingkungan institusional formal (institutional embeddedness) dan jaringan/mekanisme sosial yang membentuk institusi informal (social embeddedness). Kerangka tersebut pada akhirnya membantu untuk secara lebih holistik mempelajari keadilan dan efektivitas penegakan kontrak.

The purpose of this study is Examining the role of technocracy instrumental rational in Dialogic Accounting Model with Green Accounting Consequences. In this research, which is considered methodologically in terms of the nature of the problem and the purpose of the research, the method of data collection was survey-correlation and the research tool was a questionnaire. In this study, 195 financial managers and heads of accounting of capital market companies participated. Partial least squares analysis (PLS) was also used to fit the model. The results showed that dialogic accounting has an impact on the green accounting implications of capital market companies. The results showed that Dialogic accounting has a positive and significant effect on the green accounting consequences of capital market companies. It was also found that the use of technocratic instrumental rationality intensifies the positive impact of Dialogic accounting on the consequences of green accounting. The results show on the one hand the development of the dialogic accounting model as a basis of the system in the social context and by transferring the level of capital market expectations as the input of the system and combining it with accounting knowledge as a system process occurs, it can lead to green accounting consequences as a system output. On the other hand, the result shows that the technocracy instrumental rational by changing the attitude in corporate decision-making can cause dialogic accounting is one of the capacities of technical and technological knowledge.

This essay is adapted from a keynote address offered at Societas Homiletica in Budapest, Hungary (August 2022). It frames preaching in shifting social contexts as a practice of theologically ethical meaning-making—supported by accountability to lived experiences, practical wisdom and decision making, and imaginations grounded in boldness and humility. The essay argues that pedagogical strategies in support of these practices prioritize the possibilities that emerge in the constraints of learning contexts. Teaching within the mass crisis of a global pandemic is offered as a case study in the connected outcomes afforded in reassessing one’s presuppositions in both pedagogy and preaching.

The aim of this study was to explain the cultural contexts affecting gender inequality in the executive apparatus in 1400. This study is based on the purpose of including quantitative applied research. The statistical population of this research is 8200 thousand employees of the executive apparatus in Kerman. Based on Morgan's table, 400 people were selected. The sampling method is cluster sampling.The research tool is a researcher-made questionnaire. The validity of the questionnaire was obtained by Cronbach's alpha 0.79 and the formal and content reliability of the questionnaire was confirmed. Method of statistical analysis of partial least squares (pls).The findings of this study showed that among the cultural contexts of the media, patriarchal ideologies, cultural capital, stereotypes, education and gender socialization methods have affected gender inequality in Kerman city administrations, respectivelyThe result of these findings is a confirmation that the cultural factor plays an effective rolegender inequality in the executive bodies of Kerman.Education of the family institution, which is a responsible part of the process of socialization and gender socialization, is the solution that should be paid attention to in order to reduce gender inequalities in future generations.

Background: Women in every society play a central role in the family and at the same time, are highly exposed to the pressures of dysfunctional relationships of economic, social, and cultural institutions outside the family, and if they are constantly exposed to traumatic and critical conditions, they may inflict irreparable damage on themselves in an unwanted helplessness, and by unacceptable behaviors such as violent suicides including self-immolation, endanger their survival as well as that of their family. Accordingly, this study was conducted to identify the social contexts of self-immolation among women admitted to Isfahan Burns Hospital, Isfahan, Iran. Methods: This study was a qualitative content analysis which was conducted on 43 women hospitalized in Imam Musa Kazim Hospital in Isfahan due to self-immolation. Participants were purposefully selected and individually interviewed in a semi-structured interview. Data were categorized and analyzed by qualitative content analysis or thematic analysis. Findings: Totally, the study identified 157 primary codes which were reduced to 16 secondary codes and 5 main concepts including conflict in family, addiction, marriage, poverty and economic difficulties as well as individual and psychological problems were obtained. Conclusion: The problems of women who attempt self-immolation are related to harassment and dissatisfaction with at least one of their close relatives or difficult and stressful living conditions. The results of this study can be used for national planning by the relevant agencies to respect the rights and security of women in the family and society.

Cross-national differences in the health implication of adverse childhood experiences have been documented. The differences may be shaped by macro- and micro-social context. However, previous studies failed to consider the role of micro-level social contexts, where adverse childhood experiences happen, in affecting the cross-national differences. The study aims to estimate the association between adverse childhood experiences and Frailty Index across countries and micro-social contexts, and then reveal how cross-national difference in the association between adverse childhood experiences and Frailty Index were shaped by social contexts. Adulthood information were collected from three waves of the Survey of Health, Ageing and Retirement in Europe in 2010, 2013, and 2015, and the China Health and Retirement Longitudinal Study data from in 2013, 2015 and 2018, respectively. Frailty index was measured based on 35 health measurements. Eleven adversities, including intrafamilial aggression and neglect, family dynamics, and socioeconomic status etc, were extracted from the life history survey of the two datasets, conducted in 2017 and 2014, respectively. Weighted Linear regression models and the smoothing-differencing method were applied. Experiencing three or more adversities was associated with increase in frailty index level in Europe and China. The effect size ranged from 0.015 (95%CI: 0.011–0.019) in China to 0.030 (95%CI: 0.025–0.034) in Germanic countries. Poor parent-child relationship, parental absence/death were ACEs in terms of frail in European countries but not in China. In a context where adversities were moderately likely to happen, the association between experiencing adverse childhood experiences and Frailty Index were greatest. Cross-national differences of adverse childhood experiences effects were most derived from this social context. These findings highlight the importance of micro-social contexts while mitigating early life stress to promote life-course health. Individuals who were moderately likely to experience adversity should be paid special attention in terms of health implication of adverse childhood experiences.

Plain Language Summary Reduction in ideal number of children has been suggested as a necessary condition for fertility decline especially in high fertility countries of Western and Central Africa. In this study, we explored the effects of individual, household as well as community characteristics on fertility desires among young men and women aged 15–24 years in Nigeria. We analysed data for 2674 males and 9637 females aged 15–24 years extracted from the 2018 Nigeria Demographic and Health Survey. The outcome variable was desire for large family size (DLFS) defined as ideal number of children greater than four. Results showed that DLFS was 71% among men and 53% in women. Individual-level factors associated with DLFS among men include Islam religion, household size and wealth status. Geo-political region and high level of negative attitude to family planning were the main community-level factors associated with DLFS. For women, individual-level positively associated with DLFS were Islam religion, and being currently married. Compared to Yoruba, other ethnic groups were more likely to favour DLFS. The negative factors associated with DLFS among young women include higher education and wealth status. At the community-level, Northern geo-political regions, child mortality experience and negative attitude to family planning were positively associated with DLFS. The influence of religion, household wealth and attitude to family planning differ between young men and women. Multi-dimensional strategies with active communication and programmatic interventions are needed so that desire for large family size by young men and women do not slow down fertility transition in Nigeria.

Previous studies regarding social interactions commonly adopt research methods that investigate causal relationships between variables. The existing approaches often utilize variables derived from general contexts, aiming to apply them universally across diverse situations. However, social interactions, including the usage of social media, are intricately woven within the immediate social context. The interpretability of these generalized variables has been attenuated by the dynamic and transient nature of social contexts; these variables have diverse impacts on social interactions. Consequently, researchers have been diligently seeking new variables relevant to specific social contexts in order to complement the existing generalized ones. However, the ever-changing nature of social contexts poses a challenge, impeding researchers from exhaustively defining all variables that influence social interactions. To address this complexity, this study proposes social network analysis as a suitable research method capable of capturing the ever-evolving dynamics of social interactions, including social media usage. Furthermore, this study puts forth hypotheses that specifically explore the role of individual social networks in social media research, with the aim of stimulating future investigations that center on the interactive and dynamic nature of social media usage.

The paper presents the influence of social context on illocutionary metonymy in directives evoked by various elements of request scenarios. As the human language activity reflects the physical and social worlds of the intersubjective context (cf. Verschueren 1999), the recognized and construed social relations have an impact not only on addressive forms, but also on the appearance of other elements such as indirectness and its scalarity. Indirect directives are based on illocutionary metonymic scenarios (Panther and Thornburg 1998) and by evoking a part of the scenario referring to the core action they give access to the illocutionary scenario domain. The scalar nature of indirectness (Panther and Thornburg 1998, see also Panther and Thornburg 1999, 2007 and Thornburg and Panther 1997), depends on the number of evoked elements and their conceptual distance from the core of the request. It can be based on conventional grammatical structures (e.g. auxiliary verbs) or giving hints by only introducing the action scenario. As Veres-Guśpiel (2013) has shown the chosen type of indirectness is influenced by social context and the weight of a directive (for the latter, see also Csató and Pléh 1988, Pléh 2012). The main question of the presented research regards types of illocutionary metonymy, that can be experienced in various social contexts and what their frequency of use is.

This study investigated the role of social contexts for gender disparities in education by examining the associations between gender-stereotypical beliefs (GSB) of students, peers, and teachers and gender achievement patterns in the classroom and students’ self-concept in language and math. We applied multilevel models with school fixed effects to a unique sample of combined survey and register data from Denmark to analyze detailed learning environments within schools and their correlations with gender differences in self-concept across subject domains. Results showed a gender gap in favor of boys in mathematics, net of academic achievement that were consistent across classrooms. In language, the influence of gender varied across classrooms. Furthermore, although GSB and gender achievement patterns did not alter the gender gap in either language or mathematics, we found that they moderated the relationship between gender and self-concept in heterogeneous ways across subjects. While teachers’ GSB increased the gender gap in language by decreasing boys’ self-concept, the students’ own GSB was more important for students’ self-concept in mathematics. Moreover, girls’ mathematics self-concept was lower in classrooms, in which, female peers had a relatively higher level of mathematics achievement compared to boys, suggesting that counter-stereotypical achievement patterns in the classroom do not increase students’ self-concept in subjects with strong gender stereotypes. On the contrary, girls are most likely to compare themselves to female peers, resulting in a negative association with self-evaluations. Our results highlighted the role played by social contexts in schools in the generation of gender differences in self-concept in traditionally stereotyped subject domains, but also showed important differences in how boys and girls were affected by their learning environments across different subject domains, suggesting there are different mechanisms at play.

Religious advertising is a new phenomenon in the Ukrainian media space. Starting from 2019 to the time of writing, it has been right in the middle of political battles as a public platform that represents the idea of the Independent Ukrainian Church. Religious advertising with a strong political component has become part of the conflict discourse and is qualified by experts as manipulation. In religious advertising with its social convergence, the creative impulse is mainly formed with verbal means that shape a new cognitive style of gaining religious experience. The new features are represented in God's speech behavior, speech style, communicative situations with His participation, role distribution, genre preferences and the emotional background of communicative interactions. Ukrainian religious advertising strives to balance short-term political interests and long-term social interests along with eternal values.

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities.

The current study investigated a song lyric entitled “Lily” in terms of its generic structure to come up with the rhetorical strategies—how satanic tricks influence people through human greed. Lily belongs to a lyric considered a narrative poem. It is theorized that a narrative poem is a poem or possibly a lyric which consists of orientation, complication and resolution. In other words, a lyric is structured as such to produce rhetorical strategies (goals) which were analyzed employing Aristotle’s ethos, logos and pathos. Meanwhile, in the complication analysis of Lily, not only did the study employ psychological theory but was also supported by social contexts to describe how satanic tricks were made use through human greed engineering in achieving the goal of negative thoughts generating. The findings indicate that human minds are in fact guided by both angels and satans. Angels guide any individual (Lily) to stay in track of the positive values while Satan whispers tricks to divert from the positive path toward the negative values by means of human greed. To confirm the findings, a survey was administered to 90 purposefully-selected teenagers in Semarang Municipality only to find that “Lily“ song lyrics failed to give any answer to the question whether or not she (Lily) can be saved despite her frequent calls for help.

The current study investigated a song lyric entitled “Lily” in terms of its generic structure to come up with the rhetorical strategies—how satanic tricks influence people through human greed. Lily belongs to a lyric considered a narrative poem. It is theorized that a narrative poem is a poem or possibly a lyric which consists of orientation, complication and resolution. In other words, a lyric is structured as such to produce rhetorical strategies (goals) which were analyzed employing Aristotle’s ethos, logos and pathos. Meanwhile, in the complication analysis of Lily, not only did the study employ psychological theory but was also supported by social contexts to describe how satanic tricks were made use through human greed engineering in achieving the goal of negative thoughts generating. The findings indicate that human minds are in fact guided by both angels and satans. Angels guide any individual (Lily) to stay in track of the positive values while Satan whispers tricks to divert from the positive path toward the negative values by means of human greed. To confirm the findings, a survey was administered to 90 purposefully-selected teenagers in Semarang Municipality only to find that “Lily“ song lyrics failed to give any answer to the question whether or not she (Lily) can be saved despite her frequent calls for help.

Environmental enrichment provides mental stimulation and minimizes abnormal behaviors in captive animals. In captive chimpanzees, individual animals may vary in the ways in which they benefit from enrichment or use enrichment devices, so investigating nuances in enrichment use may improve the welfare of captive chimpanzees. In the current study, three ethograms measuring distinct features of enrichment use (i.e., enrichment object, manipulation behavior, and social context) were evaluated by coding videos of captive chimpanzees (Pan troglodytes) at Chimpanzee Sanctuary Northwest in Cle Elum, WA. A total of 732 min and 58 s of video footage was coded from a larger video archive (i.e., 2054 videos) of enrichment use that spanned a decade. A principal component analysis (PCA) revealed that different categories of enrichment objects were more often associated with specific manipulation behaviors and social contexts, suggesting that enrichment objects might fulfill different behavioral and social needs in captivity. Specifically, toy objects were associated with active tactile behaviors in affiliative contexts while oral behaviors were used with foraging objects in solitary contexts. Additionally, individual chimpanzees showed unique preferences for enrichment objects, indicating that caregivers of captive chimpanzees should consider individual needs instead of a “one size fits all” approach to enrichment provisions.

Increasing rates of obesity have fueled interest in the factors underlying food choice. While epidemiological studies report that disadvantaged social groups exhibit a higher incidence of obesity, causal evidence for an effect of social contexts on food choice remains scarce. To further our knowledge, we experimentally investigated the effect of disadvantageous social context on food choice in healthy, non-dieting participants. We used three established experimental methods to generate social contexts of different valence in controlled laboratory settings: (i) receiving varying amounts of money in a Dictator Game (DG; n = 40), (ii) being included or excluded in a Cyberball Game (CBG; n = 35), and (iii) performing well, average, or poorly in a response time ranking task (RTR; n = 81). Following exposure to a particular social context, participants made pairwise choices between food items that involved a conflict between perceived taste and health attributes. In line with previous research, stronger dispositional self-control (assessed via a questionnaire) was associated with healthier food choices. As expected, being treated unfairly in the DG, being excluded in the CBG, and performing poorly in the RTR led to negative emotions. However, we did not find an effect of the induced social context on food choice in any of the experiments, even when taking into account individual differences in participants’ responses to the social context. Our results suggest that—at least in controlled laboratory environments—the influence of disadvantageous social contexts on food choice is limited.

Social contexts play important roles in the conversations. The speakers need to always refer to those contexts when conversing. Moreover, conversations do not only contain literal meanings but also meanings beyond the utterances. This study therefore aims to reveal the social contexts that influence how the participants talk and produce conversational implicatures in the conversations, particularly among family members. Four participants are involved with this study. They are a father, mother, son and daughter from one family. The data are taken from the conversations that occur only before school and father’s work using recording and note taking. This study shows that the conversation among those four participants is rich of conversational implicatures. There are several types of conversational implicatures found in this study. Those are standard implicature with the highest emergence, particularized conversational implicature, generalized conversational implicature, and a deliberate flouting of the maxims. This study concludes that the use of conversational implicature is strongly influenced by the social contexts of the participants, such as age, power or social status and social distance.

Literary criticism, as a special branch of humanities and social sciences, is one of the most important topics in foreign literary studies and therefore mostly focused at the universities all around the world. Although the comprehension of literary and intellectual theories in its own historical contexts does not seem always simple. In Iranian universities the history of criticism is abundantly studied too, and so many useful works in this case have been translated into Persian and are used by academic staffs and students today. The book presented here is recommended for the literary criticism in Italian language and literature course. However, the main flaw of this book, according to this paper, might be the lack of a detailed historical and methodical introduction about theories of literary criticism. Then some suggestions are given to improve these aspects.

Theoretical explanations of learners’ poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky’s work on the symbolic function of inner speech to documented accounts of poets ‘answering’ the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho’s survey of writing development. This fusion is a new contribution to theorisations of writing development.

N. 2/2020 of Educazione interculturale aims to address an issue still poorly investigated today that concerns the presence and integration of children with disabilities from migratory contexts. If there is already research and extensive literature on adults and minors of foreign origin and on the integration of people with disabilities, those aimed at understanding the implications of cultural belonging and disability in the process of identity building of such people are still scarce (Goussot, 2010; Bolognesi, 2011; Caldin, 2012; Martinazzoli, 2012; Friso e Pileri, 2019). This monographic issue is therefore intended to bring attention to this specific theme which should be considered both as an object of research, but also as an educational intervention, a theme to be deepened and disseminated not only in the academic field, but also in school, social, professional and health contexts which are daily engaged in building integration and inclusion processes.

Can knowledge be powerful and, if so, what forms do knowledge and power take? The view of some social realist curriculum theorists that power exists in academic theories although not in everyday understanding is questioned. Power is taken to exist through social positions, and to involve control over resources, decisions and change. Critical realist analysis suggests that four conditions are necessary if knowledge is to be associated with power: the known, the knowers, the social contexts and the practical application of knowledge. Questions are considered about how today's schools can promote learning and social justice.

Purpose: The purpose of this study was to understand how first generation Latino parents, whose primary language is Spanish and live in a colonia on the U.S.-Mexico border, use screen time in their homes. Methods: A purposeful sampling approach was used to recruit eligible parents of pre-adolescents (ages 9–14) who were native Spanish speakers, and living on the U.S.-Mexico border. Three focus groups in Spanish (two with mothers and one with fathers) were conducted. Data were codified using a general inductive approach based on grounded theory. A consensus process was repeated until a final codebook was developed. Results: Screen time allowed parents to foster familismo (family cohesiveness and bonding) and respeto (respect). Parents knew that a healthy balance of media use is important, but broader social contexts (marital discord and economics) challenged the enforcement of familial screen time rules and parents were often permissive. Conclusions: Our study addressed research gaps by examining the understudied social and cultural contexts (practices, routines, rules, and beliefs) that shape children’s screen time use among a sample of Latino immigrants living on the U.S.-Mexico border. This sample of parents indicated that familismo and respeto (i.e., cohesiveness and bonding) influence familial decision-making including screen time.

During the past decades, various dictionaries for foreign learners of Chinese have seen the light. Except for one picture dictionary which is almost completely ignored in the academic literature, none of these dictionaries has taken into account the special needs which foreigners living in China and learning Chinese may have. This contribution will discuss these needs with special focus on lemma selection. We argue that foreigners living in China, in order to meet their lexicographical needs, require additional words typically occurring in social contexts in which they often find themselves, whether or not these words have a high corpus-frequency. As a solution we therefore recommend a set of selection criteria that combines corpus frequency and context relevance. Finally, we discuss how logfiles reflecting user behaviour can be used as a new and very reliable empirical source for lemma selection for an online Chinese learner's dictionary.

In 2005 Holy & Guo advanced the idea that male mice produce ultrasonic vocalizations (USV) with some features similar to courtship songs of songbirds. Since then, studies showed that male mice emit USV songs in different contexts (sexual and other) and possess a multisyllabic repertoire. Debate still exists for and against plasticity in their vocalizations. But the use of a multisyllabic repertoire can increase potential flexibility and information, in how elements are organized and recombined, namely syntax. In many bird species, modulating song syntax has ethological relevance for sexual behavior and mate preferences. In this study we exposed adult male mice to different social contexts and developed a new approach of analyzing their USVs based on songbird syntax analysis. We found that male mice modify their syntax, including specific sequences, length of sequence, repertoire composition, and spectral features, according to stimulus and social context. Males emit longer and simpler syllables and sequences when singing to females, but more complex syllables and sequences in response to fresh female urine. Playback experiments show that the females prefer the complex songs over the simpler ones. We propose the complex songs are to lure females in, whereas the directed simpler sequences are used for direct courtship. These results suggest that although mice have a much more limited ability of song modification, they could still be used as animal models for understanding some vocal communication features that songbirds are used for.

In the present paper is described the learning process of pupils of a popular workshop of painting. Discursive, behavioral and social aspects of learning are integrated. The need to analyze the concrete contexts of learning beyond the simple description of the activities inside the workshop is defended. The paper suggests the social origin of the discursive resources of the pupils and in this way “the artistic thought” is relabeled as “artistic speech”. The social contexts of activity out and inside the workshop are located in the apex of what is called an inverted triangle of the artistic education.