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This is a feature in which individuals are invited to express their personal, and sometimes controversial, views on professional issues. These views are not necessarily those of the Editor, the Editorial Panel, or the Publisher. Reaction to Comment features is welcome in the form of a letter to the Editor or a Readers Respond article. [ABSTRACT FROM AUTHOR]

The origin of beneficial mutations is fundamentally important in understanding the processes by which natural selection works. Using phage-resistant mutants in Escherichia coli as their model for identifying the origin of beneficial mutations, Luria and Delbrück distinguished between two different hypotheses. Under the first hypothesis, which they termed "acquired immunity," the phages induced bacteria to mutate to immunity; this predicts that none of the resistant mutants were present before infection by the phages. Under the second hypothesis, termed "mutation to immunity," resistant bacteria arose from random mutations independent of the presence of the phages; this predicts that resistant bacteria were present in the population before infection by the phages. These two hypotheses could be distinguished by calculating the frequencies at which resistant mutants arose in separate cultures infected at the same time and comparing these frequencies to the theoretical results under each model. The data clearly show that mutations arise at a frequency that is independent of the presence of the phages. By inference, natural selection reveals the genetic variation that is present in a population rather than inducing or causing this variation. [ABSTRACT FROM AUTHOR]

This White Paper presents the foundational domains with examples of key aspects of competencies (knowledge, skills, and attitudes) that are intended for curriculum development and accreditation quality assessment for graduate (master's level) education in applied health informatics. Through a deliberative process, the AMIA Accreditation Committee refined the work of a task force of the Health Informatics Accreditation Council, establishing 10 foundational domains with accompanying example statements of knowledge, skills, and attitudes that are components of competencies by which graduates from applied health informatics programs can be assessed for competence at the time of graduation. The AMIA Accreditation Committee developed the domains for application across all the subdisciplines represented by AMIA, ranging from translational bioinformatics to clinical and public health informatics, spanning the spectrum from molecular to population levels of health and biomedicine. This document will be periodically updated, as part of the responsibility of the AMIA Accreditation Committee, through continued study, education, and surveys of market trends. [ABSTRACT FROM AUTHOR]

This paper conducts a large, narrative review of interventions that might plausibly (a) increase educational attainment, (b) delay childbearing, and/or (c) delay marriage for adolescent girls in low- and middle-income countries (LMICs). Using 108 interventions from 78 studies, predominantly in LMICs, the paper summarizes the performance of 15 categories of interventions in improving these outcomes. Transfer programs emerge as broadly effective in increasing educational attainment but their effects on delaying fertility and marriage remain mixed and dependent on context. Construction of schools in underserved areas and the provision of information on returns to schooling and academic performance also increase schooling. No category of interventions is found to be categorically effective in delaying pregnancies and reducing child marriages among adolescent girls. While targeted provision of sexual and reproductive health services, including vouchers and subsidies for family planning, and increasing job opportunities for women seem promising, more research is needed to evaluate the longer-term effects of such interventions. We propose that future studies should aim to measure short-term outcomes that can form good surrogates for long-term welfare gains and should collect detailed cost information. [ABSTRACT FROM AUTHOR]

The Research Community 'Philosophy and History of the Discipline of Education' was established in 1999. First an overview is given of the two main areas into which the more than 180 chapters published in 12 books can be grouped. In general the papers are addressing 'internal' educational research topics and more 'external' relations. The suite of papers in this issue continues the selection of material presented during the 2017 and 2018 meetings and follow on from the suite published in an issue of this journal earlier this year (54:3). Next, the suite of papers appearing in this issue is introduced. In this, and the preceding suite, aspects of the production and acceleration, as well as of the (re)presentation, dissemination and reception of educational research are brought into focus. [ABSTRACT FROM AUTHOR]

The 2007 publication of Miranda Fricker's celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book's arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focussing mostly on students who are marginalized along lines of race, gender, class, and ability, amongst others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education's simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice. [ABSTRACT FROM AUTHOR]

Health and biomedical informatics graduate-level degree programs have proliferated across the United States in the last 10 years. To help inform programs on practices in teaching and learning, a survey of master's programs in health and biomedical informatics in the United States was conducted to determine the national landscape of culminating experiences including capstone projects, research theses, internships, and practicums. Almost all respondents reported that their programs required a culminating experience (97%). A paper (not a formal thesis), an oral presentation, a formal course, and an internship were required by ≥50% programs. The most commonly reported purposes for the culminating experience were to help students extend and apply the learning and as a bridge to the workplace. The biggest challenges were students' maturity, difficulty in synthesizing information into a coherent paper, and ability to generate research ideas. The results provide students and program leaders with a summary of pedagogical methods across programs. [ABSTRACT FROM AUTHOR]

Background: Parenting-related leave policies have gained increasing endorsement across Organisation for Economic Co-operation and Development (OECD) countries in recent decades. Previous reviews have focused on the short-term impacts and found predominantly positive effects on children. Although there is a growing interest in the long-term impact during adolescence and young adulthood, a comprehensive assessment of this aspect is currently lacking. Methods: We systematically reviewed studies from three electronic databases (Scopus, Web of Science and PubMed), which used quasi-experimental design and examined policies legislating the introduction or expansion of parenting-related leave policies in North America or Europe. We looked at studies focused on well-being beyond the age of 12 and analyzed the findings across different domains of well-being: health, education and labour market outcomes. Results: The quasi-experimental evidence is rather limited. The introduction of leave policies or gender-specific quotas produces substantial benefits in the long run. Further, maternal socioeconomic and educational background appears to play a substantial moderating role between leave and adolescents' well-being. Adolescents with mothers who have higher levels of education have demonstrated a more pronounced advantage from the extended time spent together, thereby accentuating pre-existing disparities. Conclusions: Though the expansion of already long leaves might not generate significant outcomes, the introduction of leave policies or gender-specific quotas produces substantial long-term benefits. This evidence entails considerable policy implications for countries that lack a national leave policy or offer only short durations of paid leave, such as the USA. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Community Development occupying a marginal and uncertain place in Social Work education. Topics include attempting to engage groups and communities in processes of social change; across the five continents grappling with the effects of neoliberalism on Social Work; and important issues into relief containing democracy versus authoritarianism and personal freedoms versus public safety.

Objectives: To develop a training programme to enable pharmacists with prescribing rights to assume responsibility for the provision of pharmaceutical care within care homes, a systematic review and narrative synthesis was undertaken to identify reported approaches to training pharmacists and use this literature to identify potential knowledge requirements. Methods: A PROSPERO‐registered systematic review was performed using key search terms for care homes, pharmacist, education, training and pharmaceutical care. Papers reporting primary research focussed on care of the older person within the care home setting were included. No restrictions were placed on methodology. Two researchers independently reviewed titles, abstracts and papers. Agreement on inclusion was reached through consensus. Data on titles, training and activities undertaken were extracted and knowledge requirements identified. Findings were synthesised and reported narratively. Key findings: Fifty‐nine papers were included, most of which were uncontrolled service evaluations. Four papers reported an accreditation process for the pharmacist. Thirteen papers reported providing tools or specific training on a single topic to pharmacists. The main clinical and therapeutic areas of activity (requiring codified knowledge) were dementia, pain, antipsychotic and cardiovascular medication. Provision of pharmaceutical care, effective multidisciplinary working and care home staff training represented the main areas of practical knowledge. Conclusions: Information regarding training and accreditation processes for care home pharmacists is limited. This study provides insight into potential codified and practical knowledge requirements for pharmacists assuming responsibility for the provision of pharmaceutical care within care homes. Further work involving stakeholders is required to identify the cultural knowledge requirements and to develop a training and accreditation process. [ABSTRACT FROM AUTHOR]

Objective: To systematically review and synthesize the published literature regarding the education of general practitioners (GPs) and GPs in training (GPTs) in the use of ultrasonography.Design: This systematic review was prospectively registered in PROSPERO, conducted according to the Cochrane recommendations. We combined studies identified in a previous systematic review with studies from an updated literature search using the same search string. We searched the following databases: MEDLINE via Pubmed, EMBASE via OVID, Cinahl via Ebsco, Web of Science and Cochrane Register of Controlled Trials using the words 'ultrasonography' and 'general practice'. Two reviewers independently screened articles, extracted data and assessed the quality of included papers according to the Down and Black quality assessment tool. Disagreements were resolved by involving a third reviewer.Results: Thirty-three papers were included. Ultrasound training was described to include both theoretical and practical training sessions. Theoretical training was achieved through introductory e-learning and/or didactic lectures. Practical training included focussed hands-on training sessions, while some papers described additional longitudinal practical training through proctored scans during clinical work or through self-study practice with continuous feedback on recorded scans.Conclusion: There was a large variation in ultrasound training programs for GPs and GPTs, with an overall emphasis on focussed practical training. Few studies included a longitudinal learning process in the training program. However, diagnostic accuracy seemed to improve with hours of practical training, and studies including continuous feedback on scans conducted during clinical patient encounters showed superior results. [ABSTRACT FROM AUTHOR]

This paper, while not presenting a general discussion of authority in education, attempts to uncover some of the anomalies, paradoxes and tensions in the concept. It will argue for a revaluation of authority as an educational virtue, as a form of participatory guidance that is an aid to growth. The paper intends to help provoke continued debate over our perceived educational virtues and vices. I argue that virtuous authority is authority exercised from the point of view of a larger experience and a wider horizon. If teachers' 'pedagogical imperative' is to bridge the gap between forms of knowledge and their pupils, then their practice will involve authority. I suggest here that such authority should be repositioned as participatory, immanent and democratic. As Dewey says, 'The need for authority is...constant...[I]t is the need for principles that are both stable enough and flexible enough to give direction to the processes of living in its vicissitudes and uncertainties.' In answer to this, I suggest that teachers practice their authority in order to create stable yet flexible, open and indeterminate, but not chaotic situations that combine with pupils' experiences in such a way as to enable educational growth. Authority practised as a form of participatory guidance, to pursue this Deweyan line of argument, can be 'an aid to freedom' and not freedom's enemy. This paper will argue that authority, so revalued, ought to be cultivated in our educational thought and practice. Eds: This paper forms part of a Special Issue titled 'Beyond Virtue and Vice: Education for a Darker Age', in which the editors invited authors to engage in exercises of 'transvaluation'. Certain apparently settled educational concepts (from agency and fulfilment to alienation and ignorance) can be reinterpreted and transvaluated (in a Nietzschean vein) such that virtues become vices, and vices, virtues. The editors encouraged authors to employ polemics and some occasional exaggeration to reimagine educational values that are all too readily accepted within contemporary educational discourses. [ABSTRACT FROM AUTHOR]

Globally, employment rates of women remain substantially below those of men. Since women disproportionately care for children, policies that offer care alternatives or lower the cost of care, should, theoretically, increase women's employment. This paper tests whether public pre-primary education can increase women's employment, using a natural experiment in Algeria. Education reforms in Algeria substantially expanded public pre-primary, targeting children aged five. The paper uses data from 2006 (early in the expansion), 2012, and 2018 (after pre-primary had substantially expanded). The analyses use a discontinuity in whether children are eligible for pre-primary, based on their birthdates, to identify the effect of pre-primary on women's employment. Increased pre-primary education did not increase and may have actually decreased women's employment. One potential explanation for these findings is the half-day schedule of pre-primary may be difficult to reconcile with employment. Negative effects are concentrated among women living in nuclear families, who lack alternative caregivers. [ABSTRACT FROM AUTHOR]

This paper presents a new approach for music therapists in schools wishing to support the work of teachers. This music therapy approach is underpinned by theoretical resources drawn from community music therapy and a critical inclusive approach to education. Illustrative examples of the first authors' music therapy practice as part of a teacher professional learning program, Music for Classroom Wellbeing, are offered. Two practice principles, "focus on the teacher" and "enable sharing," are presented to provide a framework for music therapists striving to support teachers. Following these principles may allow teachers to grow their musicality, teaching, and self-care practices. This paper concludes with implications of reframing the focus of music therapy practice with teachers for other music therapists working in the current performance-driven schooling system. [ABSTRACT FROM AUTHOR]

Background Medical schools worldwide allocate little time and utilize varying formats in the teaching of occupational medicine (OM) to undergraduate medical students. Aims To identify undergraduate OM teaching formats and highlight key findings in these different methods. Methods A limited literature search conducted on PubMed and Scopus identified relevant articles published in English and between the years 2009 and 2018. Our inclusion criteria were papers containing the key words ('occupational medicine' AND ('medical students' OR 'undergraduate medical')) OR ('occupational medicine' AND ('training' OR 'education' OR 'teaching')) in the title or abstract and those that specifically discussed OM education. Results The literature search yielded 1479 papers. Seven of them fulfilled the inclusion criteria and were reviewed in full. Formats in OM education of undergraduate medical students include, either singly or in combination, the use of case studies, didactic sessions, workplace visits, text-based readings and pro forma. Conclusions OM education has a very small footprint in most undergraduate medical curricula. The studies show that different teaching formats are utilized, often in combination. Case-based discussions and workplace visits are frequently used with good qualitative results. Text-based readings will serve well to build good foundational knowledge, though there is no conclusive evidence that students will perform better. [ABSTRACT FROM AUTHOR]

Although researchers and practitioners have discussed the concept of Global Englishes (GE), the degree of GE's influence in the practical use of English is much wider and deeper in the real world than in the field of education. Mainstream ELT practices tend to adhere to native and fixed norms, which are regarded as the central problems in ELT from the perspective of the GE paradigm. Although a GE-oriented pedagogy has been discussed, studies on curriculum in the Chinese ELT context from the GE perspective are relatively rare. This paper aims to investigate the extent to which the National English Curriculum (NEC) in China reflects GE-oriented phonology and cultural learning. The study adopted a content analysis in which the NEC statements on phonology and cultural aspects were identified and discussed. After reporting the findings, the paper further discusses some pedagogic implications about curriculum and language teaching from the GE perspective. [ABSTRACT FROM AUTHOR]

Millions of immigrants reside in the United States without legal authorisation to do so. This paper examines the educational opportunities available to those brought to the country illegally as children. While the 1982 landmark Supreme Court decision in Plyler v. Doe protects access to K–12 education, in the past 25 years, legislation passed at the federal and state levels has made undocumented persons ineligible for postsecondary education benefits such as federal student loans and in‐state tuition rates. This paper assesses postsecondary education policies in Georgia through the lens of Immanuel Kant's practical philosophy. Utilising Kant's formula of humanity and drawing on the work of Thomas E. Hill, I argue that because these policies cannot be justified from the impartial perspective, they fail to treat undocumented students as ends in themselves and are thus morally unacceptable. Insofar as educational opportunities directly impact our ability to set ends and live as self‐directing, autonomous persons, these restrictions are deeply troubling from a Kantian perspective. [ABSTRACT FROM AUTHOR]

Background: Diagnostic uncertainty (DU) in primary care is ubiquitous, yet no review has specifically examined its communication, or the associated ethical issues.Objectives: To identify what is known about the communication of DU in primary care and the associated ethical issues.Methods: Systematic review, critical interpretive synthesis and ethical analysis of primary research published worldwide. Medline, Embase, Web of Science and SCOPUS were searched for papers from 1988 to 2020 relating to primary care AND diagnostic uncertainty AND [ethics OR behaviours OR communication]. Critical interpretive synthesis and ethical analysis were applied to data extracted.Results: Sixteen papers met inclusion criteria. Although DU is inherent in primary care, its communication is often limited. Evidence on the effects of communicating DU to patients is mixed; research on patient perspectives of DU is lacking. The empirical literature is significantly limited by inconsistencies in how DU is defined and measured. No primary ethical analysis was identified; secondary analysis of the included papers identified ethical issues relating to maintaining patient autonomy in the face of clinical uncertainty, a gap in considering the direct effects of (not) communicating DU on patients, and considerations regarding over-investigation and justice.Conclusions: This review highlights significant gaps in the literature: there is a need for explicit ethical and patient-centred empirical analyses on the effects of communicating DU, and research directly examining patient preferences for this communication. Consensus on how DU should be defined, and greater research into tools for its measurement, would help to strengthen the empirical evidence base. [ABSTRACT FROM AUTHOR]

Background and Objectives The age-friendly university (AFU) initiative embodies the collaborative efforts of promoting age inclusivity and diversity in higher education, embracing lifelong learning and civic participation in older people. This scoping review aims to explore the conceptualization of AFU, the experiences, and the strategies used in operationalizing the AFU principles of participating universities in becoming members of the age-friendly university network. Research Design and Methods A search of peer-reviewed papers published from 2012 to July 2021, conducted in nine databases using JBI scoping review methodology, found 1,752 articles. Of these, 13 papers were eligible for inclusion. Results Three themes were identified as key to becoming an AFU: (a) interdisciplinary collaboration within the university; (b) strong partnership with the community; and (c) alignment with global priorities and initiatives. Furthermore, identifying barriers to physical access in universities, such as signage, walkways, and transportation, addressing the less tangible issues of ageism and promoting intergenerational learning were essential to promote engagement of older people. Discussion and Implications This review underscores the need for a multidisciplinary approach within the university, the reciprocal benefits of authentic university–community collaborations, and the advantages of harnessing international resources and global influence to becoming an AFU. Although the principles of the AFU remain aspirational, the ideals championed by the pioneering universities in the AFU network brought the mutual benefits of intergenerational learning, the challenges and support required for older learners to the fore, propelling the AFU agenda forward. [ABSTRACT FROM AUTHOR]

This paper focusses on the forensic work put on display at Londres‐38, a building in Santiago Chile designated as a National Monument, which once functioned as a torture and extermination centre under Pinochet's dictatorship. Striving to avoid conventional memorial practices, or didactic strategies that would morbidly represent the past horror, Londres‐38 curatorially opts for very few educational props, so that visitors can have a peculiarly direct encounter with the materiality of the building. The paper engages with one of the few displays employed at Londres‐38: a time‐looped video detailing the forensic work undertaken on a small washroom. Despite the years that have passed, remaining within its walls, floors, and on the surfaces of the National Monument are material traces left by the detainees‐disappeared: scratches and inscriptions, as well as DNA, that are still being forensically harvested. The paper discusses how the video exhibit documents a pedagogical performance of how the unperceived can come to light, how the erasure of the violent past can be made to re‐appear as a matter of public concern through a certain sensibility to materiality that is unique to forensics. At issue in the paper is the curatorial–pedagogical strategy employed that invites us to immerse and try out for ourselves the forensic sensibility that tends to and gazes at the materiality of the building in a particular way so that the embedded evidence therein can come to matter and move us to hear the unsettled call for justice in our present. [ABSTRACT FROM AUTHOR]

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

A large number of observational studies have found a J-shaped relationship between alcohol intake and ischemic heart disease (IHD) risk. However, some studies suggest that the alleged cardio-protective effect may be an artifact in the way that the elevated risk for abstainers is due to self-selection on risk factors for IHD. The aim of this paper is to estimate the association between alcohol and IHD-mortality on the basis of aggregate time-series data, where the problem with selection effects is not present. In addition, we will analyze SES-specific mortality to investigate whether there is any socio-economic gradient in the relationship at issue. SES was measured by educational level. We used IHD-mortality in three educational groups as outcome. Per capita alcohol consumption was proxied by Systembolaget's alcohol sales (litres of alcohol 100% per capita 15+). Swedish quarterly data on mortality and alcohol consumption spanned the period 1991Q1–2020Q4. We applied SARIMA time-series analysis. Survey data were used to construct an indicator of heavy SES-specific episodic drinking. The estimated association between per capita consumption and IHD-mortality was positive and statistically significant in the two groups with primary and secondary education, but not in the group with postsecondary education. The association was significantly stronger the lower the educational group. Although the associations were generally stronger for males than for females, these differences were not statistically significant (P  > 0.05). Our findings suggest that the detrimental impact of per capita consumption on IHD-mortality was stronger the lower the educational group. [ABSTRACT FROM AUTHOR]

Luce Irigaray offers a powerful 'philosophy of teaching' that connects with the ancient paradigm. In this paper, I discuss the relationship between teaching and love as this is depicted in Plato, and I look at Irigaray's reading of the Symposium. Then I show how Irigaray's own philosophy can help us to think about the ideal teaching situation and its most essential aspects, including dialogue, difference, inspiration and embodiment. To be clear, this paper does not offer a comprehensive account of Irigaray's thought, but it extrapolates from her work on teaching and related themes such as love; and it sketches the outline of a guiding ideal, and a philosophy of teaching, which can help us in the current educational context. [ABSTRACT FROM AUTHOR]

Following the definition of 'practice' conceptualised in After Virtue, the paper argues that literature as creative writing and reading is a MacIntyrean practice. Literature's key internal goods are spelled out: the common aesthetic enjoyment achieved by the writer's ability to create a truthful fictional narrative the reader is drawn into and the expansion of our narrative identities and self‐awareness. Against the conceptual background, the paper asks in which sense can we say that literature as a practice schools us in the virtues. Thomas Mann's work and life are discussed. It argues that Mann's work is both a rich source for us to understand 20th‐century German and European bourgeois societies and an ideological obfuscation of such understanding. Drawing on his early conservatism, the paper shows how the practice of writing and Mann's Nietzschean self‐assertion allowed him to become a politically engaged writer able to question himself and his culture. [ABSTRACT FROM AUTHOR]

The paper analyses the gaps between different constructions of biographical future projects in the field of education. It examines how migrant students, their teachers and a variety of consultants construct the migrant students' professional and personal future and how these constructions are influenced by individuals' knowledge about categorizations of migrants. The paper focuses on the laymen's perception of statistical categorizations and reports, the discourses emerging around the statistical data and their possible detrimental effects on the educational future of migrant students. It attempts to investigate how individuals interpret statistics, how they make sense of the numbers and what practices emerge from their dealing with statistical data. [ABSTRACT FROM AUTHOR]

This article reports and reflects on an element of a recent survey of UK public health professionals, specifically in relation to the Public Health Knowledge and Skills Framework (PHSKF) and the ethical requirements that underpin public health practice. Only 38.4% of respondents reported accessing the PHKSF and a mere 13.7% reported accessing the accompanying background paper on ethical public health practice. Given that ethical practice underpins the PHSKF, it is concerning that so few respondents are familiar with the PHSKF and one of the source documents. While issuing frameworks and guidance is one way to support public health practice, there is a further need for greater integration of skills and knowledge around ethical public health practice within education and training initiatives. [ABSTRACT FROM AUTHOR]

This paper addresses a gap in our understanding of medical history - the architecture of medical schools - and demonstrates the ways in which architectural form can be used to better understand medical epistemology and pedagogy. It examines an instructive case study - the late-nineteenth-century medical school buildings in Manchester - and examines the concepts that were drawn together and expressed in the buildings. Through its exploration, the paper argues first, that medical schools and spaces for medical education should be given greater consideration as a significant category in the history of medical buildings. Second, that buildings such as its case study are an important source of evidence and means to understand the role of medicine in society and the ideas with which its contemporary practitioners and educators were concerned. Third, the paper argues that, to make best use of buildings as sources, we should view them as agents which have assembled divergent ideas and incorporated them into the built form. In this way, such buildings have woven into them an inventory of ideas which can be untangled using designs and physical evidence. [ABSTRACT FROM AUTHOR]

In this article we perform an impact evaluation of a programme that provides ex post subsidies to researchers in Paraguay. The analysis spans across the first 2 years following the programme (short-run). Ex post subsidies are prevalent in Latin America; however, the analysis of their effects has received little attention in the literature. Thanks to the availability of data coming from electronic CVs of applicants, we are able to analyse the impact of the programme through dimensions of researchers' productivity that have been mostly overlooked previously. For example, we are able to use technical production, own education, other researchers' training, and other dimensions of the bibliographic production that are different to published articles. We also provide impact estimations on quantity and quality of publications based on more traditional sources of data. We find some positive impacts of the programme. However, some of the results are not robust to alternative methods of estimation. [ABSTRACT FROM AUTHOR]

The introduction to this Policy Special Issue begins by situating the themes of mental health and education in the broader context of the public mental health conversation, and the new challenges to individual and collective life brought about by the COVID‐19 pandemic. It then charts some of the ways mental health has developed in educational thinking and educational policy in recent years. Philosophy is then introduced as a form of thinking that encourages a slowing down of—and critical a standing back from—the momentum that gathers around the proliferation of talk about young people's problems in mental health in society, and the interventions designed to tackle these problems in education. What brings the contributions of this Policy Special Issue together is, it is observed, a degree of unease about current approaches to mental health in education. An overview of the contributions is then provided, which introduces the reader to the ways that philosophical thinking is brought to challenge and reconceive current ways of thinking about mental health in education in this Policy Special Issue. The five sections of the Policy Special Issue are also introduced: From clinics to classrooms; Tackling mental health in the curriculum; Sickness in society; Language in crisis; and Curing education. [ABSTRACT FROM AUTHOR]

This paper examines a controversial element of Kant's pedagogy: his 'moral catechism'. The few commentators who have examined it have focused on its content; this paper examines its method. I argue that Kant means for it to precede a Socratic approach precisely to steer the student away from adopting dogmatic doubt, which Kant thinks is a possible danger of a premature use of the Socratic method. The method of the catechism serves to inculcate in the student two convictions about the very faculty of reason: that it is efficacious and trustworthy, and that its use in morality (what Kant calls 'practical reason') holds primacy over its use in theory ('theoretical reason'). Only when these convictions are instilled does Kant think it is safe to then adopt a Socratic approach in moral education. [ABSTRACT FROM AUTHOR]

This paper addresses a central aspect of Kant's theory of moral progress and its links to both political violence and pedagogy. Kant claims in the Conflict of the Faculties that the reaction to the French Revolution demonstrates that the 'human race has always progressed and will further progress toward the better'. It thus constitutes a 'historical sign', justifying belief in moral development. This paper argues for three points. First, I contend that these claims have been widely misunderstood: in particular, most commentators are guilty of projecting Hegelian arguments onto Kant. Second, I advance a new reading of Kant's account of the 'historical sign' focusing on the epistemic status of the spectator and the role of 'enthusiasm'. One consequence is that the case for progress is fundamentally different from that in Kant's other writings. Third, I show how these results inform Kant's stance on education and the possibility of what he calls 'popular enlightenment'. Ironically, the details of Kant's argument may seem to support pessimism rather than any celebration of human progress: the appeal to education is crucial in making that final leap. [ABSTRACT FROM AUTHOR]

Current projections show that between 2000 and 2050, increasing proportions of older individuals will be cared for by a smaller number of healthcare workers, which will exacerbate the existing challenges faced by those who support this patient demographic. This review of a collection of Age and Ageing papers on the topic in the past 10 years explores (1) what best practice geriatrics education is and (2) how careers in geriatrics could be made more appealing to improve recruitment and retention. Based on these deeper understandings, we consider, as clinician educators, how to close the gap both pragmatically and theoretically. We point out paradigm shifting solutions that include innovations at the Undergraduate level, use of simulation, incorporation of learner and patient perspectives, upskilling professionals outside of Geriatrics and integration of practice across disciplines through Interprofessional Learning. We also identify an education research methodological gap. Specifically, there is an abundance of simple descriptive or justification studies but few clarification education studies; the latter are essential to develop fresh insights into how Undergraduate students can learn more effectively to meet the needs of the global ageing challenge. A case of improving understanding in delirium education is presented as an illustrative example of a new approach to exploring at greater depth education and outlines suggested directions for the future. [ABSTRACT FROM AUTHOR]

This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonized, the process of decolonialization becomes rhetoric. We also question how much we can decolonize whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d'être is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognize the tensions and resistance to decolonialize, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher–practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanizing and debilitating. [ABSTRACT FROM AUTHOR]

In recent decades, the number of evaluated interventions to improve access to school has multiplied, but few studies report long-term impacts. This paper reports the impact of an educational intervention that provided school uniforms to children in poor communities in Kenya. The program used a lottery to determine who would receive a school uniform. Receiving a uniform reduced school absenteeism by 37 percent for the average student (7 percentage points) and by 55 percent for children who initially had no uniform (15 percentage points). Eight years after the program began, there is no evidence of sustained impact of the program on highest grade completed or primary school completion rates. A bounding exercise suggests no substantive positive, long-term impacts. These results contribute to a small literature on the long-run impacts of educational interventions and demonstrate the risk of initial impacts depreciating over time. [ABSTRACT FROM AUTHOR]

Background Pharmacists can contribute to improved patient outcomes, improve medicine knowledge, reduce drug costs and minimise errors. However, their role within hospice-based services is not well described. Objective The objective of this paper was to explore the role of pharmacists within UK hospices. Methods: Methods include an online survey and follow-up telephone contact of pharmacists working in UK hospices assessing pharmacist provision, duties, communication, medicine sourcing and training. Results Eighty-nine responses were received from 82 hospices (response rate 50%). Pharmacists had a role in 75% of hospices providing between 6.6 min and 5.5 hrs of pharmacist support per bed per week. The most frequent duty reported was provision of medicines information to the clinical team. Access to patient records varied considerably: 13% had full read and write access to GP records while 29% had no access. Job-specific training had not been received by 36% of the respondents and 47% reported training needs including basic training in palliative care. Conclusions: Three-quarters of UK hospices have pharmacy provision, although this falls below the recommended levels in the majority. Hospice pharmacists lack access to training and records. Medicines sourcing for hospices is variable and could provide opportunities for efficiencies with further research. [ABSTRACT FROM AUTHOR]

In this paper I individuate and analyse a new type of epistemic injustice that can arise in education and depends on the so-called 'backtracking fallacy' in student assessment, which occurs when a teacher confuses (or does not distinguish between) the logical dimension of a framework of disciplinary concepts and its psychological dimension. I will also touch upon a different type of social injustice that might transpire in education. I suggest that familiarity with Paul Hirst's view of liberal education, which presupposes a neat distinction between public framework of knowledge and the psychological process of gradually learning it, can contribute to prevent or reduce both forms of injustice. [ABSTRACT FROM AUTHOR]

Paul Hirst's writings about the nature of educational theory continue to be important to the field of education. In this paper I unpack and analyse in some detail his conception of educational theory. I centre my discussion on three issues. First, I look at the 'big picture', how Hirst situates educational theory between the foundational disciplines and educational practice, and in so doing endows it with a specific function. His view is contrasted with the view of D. J. O'Connor; the discussion between the two of them is well known. Second, with the big picture in place, I inquire deeper into Hirst's view of the raison d'être of educational theory. Here his views are compared with those of the German philosopher of education Erich Weniger. Finally, I discuss Hirst's later revisions of his view, most notably his argument that the justification of educational theory by the foundational disciplines is not enough. Educational theory must also pass the test of practice, he claims. I judge this to be a considerable change, one that blurs the big picture rather than making it clearer. [ABSTRACT FROM AUTHOR]

Access to safe drinking water is critical in improving health and well-being. It is estimated that >40% of urban households in Ghana do not have access to safe drinking water. Although the willingness and ability of community members to collectively take local initiatives are essential to curtailing inequities in water access in Ghana, the determinant of collective action is less explored. This paper explores determinants of collective action in water-insecure neighbourhoods and examines how perceived inequities in access to water and trust mediate the relationship between lack of access to water and collective action in urban Ghana. The results show that the urban poor OR = 12.047 (p = 0.000) were more likely to participate in water-related collective action compared to wealthy individuals. Primary decision-makers were 1.696 times more likely to participate in collective (p = 0.02). We also found that perceived inequities OR = 0.381 (p = 0.00) significantly predict participation in collective action to address water insecurity. Water service providers should be subjected to a rigid state-level framework that ensures inclusivity, fairness and justice in their distribution systems. [ABSTRACT FROM AUTHOR]

In the past few years, we have seen emerging new work that brings into focus the role of historical change and its moral implications in Iris Murdoch's philosophy. This paper strengthens this reading of her work and investigates the implications of this aspect of Murdoch's thinking for education in general and for moral education in particular. It resituates the Platonic imagery of the individual's ascent towards the true and the good in a framework where our conceptions of the true and the good are in a process of historical reconfiguration. [ABSTRACT FROM AUTHOR]

This conceptual paper explores the role that wisdom plays in social work. In the literature, this topic is primarily discussed in terms of 'Practice Wisdom', a kind of implicit and intuitive-based body of knowledge that is acquired through practice experience. After reviewing some formulations of it, we argue that practice wisdom faces a number of difficulties and is a misguided approach. To replace it, we propose a novel framework called 'Practitioner Wisdom', which emphasises that the proper subject of wisdom is not some sub-personal construct like a body of knowledge or a set of skills but the social work practitioner. Drawing from virtue theory in philosophy, we theorise that being a wise practitioner is a matter of acquiring and cultivating a character that is constituted by the relevant social work virtues and values. We conclude by discussing some benefits of practitioner wisdom, including how it can be taught to social work students and entrants, and suggest some future areas of research. [ABSTRACT FROM AUTHOR]

While some of Paulo Freire's readers understand his pedagogy as a rejection of any and all directive teaching methods, there are many scholars who do recognise Freire's emphasis on teacher directiveness in its appropriate form. In light of this tension between directiveness and dialogue, it seems that students of Freire must inevitably come to a crossroads: is Freire's pedagogy directive or is it not? However, even this question does not get at the more critical dilemma: if Freire's pedagogy is directive, is such directiveness incompatible with Freire's overwhelming emphasis on egalitarian dialogue? This paper establishes three readings of the issue of directiveness in Freire and ultimately provides an exegetical defence of what is termed the compatibilist reading—that directive teaching, properly construed, is compatible with dialogic teaching in Freirean pedagogy. The question this paper seeks to answer is how Freire can have it both ways. In sum, Freire undeniably supports teacher directiveness and philosophically justifies directiveness as compatible with problem‐posing education through his concepts of virtue education, utopia and criticality. [ABSTRACT FROM AUTHOR]

This paper elucidates the rights violations caused by mass formal schooling systems and explores what students may do about them. Students have rights not to be harmed and rights to liberty (not to be oppressed), as well as attendant rights to (proportionately) defend their rights if necessary. For some time now, education has been dominated by mass formal schooling systems that harm and oppress many students. Such harm and oppression violate those students' rights not to be harmed or oppressed, which may justify student nonviolent defensive (or rights-protecting) action. [ABSTRACT FROM AUTHOR]

The paper examines the effect of a primary education program in Benin on women's marital outcomes. The study leverages a sharp increase in the construction of schools in the 1990s to assess the causal impact of an increase in primary-school supply on primary-school attendance, employment, marital outcomes, and experience and tolerance of intimate partner violence (IPV). Using quasi-experimental geographical and historical variations in the number of schools built, the results indicate that in rural areas the school building program increased the probability of attending primary school and increased the age at marriage and at first child. It decreased the probability that women find domestic violence justified and that they experience emotional IPV. The effects are driven by women's own increase in education rather than their husbands'. [ABSTRACT FROM AUTHOR]

Literary critics often cast the English university novel as a traditionalist relic of the nineteenth century, one largely defensive of Oxbridge classics and masculinity. Yet the subgenre was a more subversive cultural nexus of sorts: an attempted reconciliation of novel form with the era's emerging and optically illusive technologies. These Bildungsromane , largely or exclusively set at universities, value letting undergraduates stare at and learn to enjoy outdoor vistas. In turn, they frequently compare those college landscapes to illusory devices like panoramas and magic lanterns. The fictions thus represent a struggle to bridge conventional Oxbridge education with innovative outdoor learning, and Romantic natural aesthetics with a visual subjectivism more akin to the early modernists. The essay begins by linking the so-called visual turn of nineteenth-century studies with the fewer book-length accounts of university fiction. The paper's second section then defines natural versus what I call illusory prospect gazing in English culture; where the former involved staring at outdoor vistas for pleasure, the latter offered this through indoor and often unsettlingly virtual landscapes. Finally, the essay turns to university novels, which combine both forms of prospect gazing for students' educative benefits. While earlier fictions liken college grounds to panoramas, later ones grow fascinated with photographic, phantasmagoric, and kaleidoscopic vistas. We can begin to re-evaluate the university novel, then, as one of the era's new optical technologies: it taught undergraduate characters and readers alike to visually enjoy and distrust their surroundings, and to confront the Romantic legacies and dizzying futures of novel form. [ABSTRACT FROM AUTHOR]

Reforms striving to bridge the humanitarian–development divide in refugee-hosting countries can alter the status quo related to refugee management and service provision. Such changes can result in obstacles to sustainable refugee inclusion when they challenge vested interests. In this paper, we propose a theoretical framework outlining the conditions under which government bureaucracies are likely to cooperate in donor-initiated refugee integration reforms as well as when and how they resist with a focus on the role of governance structures. We draw on archival data, observation, and key informant interviews to apply our framework to the case of Ethiopia as the government and international partners engage in reform efforts to include refugees in the national education system and to move from a humanitarian- to development-oriented model of financing. In this case, we find that reforms backed by international donors fundamentally challenged the vested interests of existing bureaucracies and that the resulting resistance substantially narrowed the original policy goals and will likely have implications for bridging the humanitarian–development divide going forward. [ABSTRACT FROM AUTHOR]

Objective High quality and accessible education is crucial to secure the future of neuropsychology. Recent and ongoing advancements include the creation of a taxonomy of education and training, progress in delineating relevant competencies, and an update to the Houston Conference Guidelines. Meanwhile, there is also potential for growth in digital methods of delivering education such as podcasts, webinars, and social media platforms. This paper aims to review the evidence for these three methods and to provide recommendations for implementing them across the continuum of training in neuropsychology, from graduate school through postdoctoral fellowship and continuing education. Method We reviewed the literature on podcasts, webinars, and social media platforms as educational tools that may be applied to improve learning of brain–behavior concepts and clinical skills. Specifically, we (a) introduce and describe each method, (b) discuss benefits and drawbacks, (c) review the literature on satisfaction and learning outcomes, and (d) provide suggestions for implementation in neuropsychology training programs. Results Podcasts and webinars have strong evidence for satisfaction and moderate support for improving learning outcomes, with the learning outcome literature suggesting equivalency between podcasts/webinars and traditional methods of education. Social media platforms are associated with high satisfaction, but learning outcome data are scarce. Conclusions Evidence for podcasts and webinars is sufficient to support implementation into neuropsychology education, whereas social media platforms should be used more cautiously. We provide recommendations of select instances in which trainees and educators can use these methods to improve education in neuropsychology. [ABSTRACT FROM AUTHOR]

This paper discusses the development of a Lean Six Sigma (LSS) postgraduate education programme that has enabled the delivery of over 90 quality improvement projects led by its graduates across 50 healthcare organizations in Ireland. A key success factor in embedding and sustaining LSS in these organizations was the accreditation by a major, national, research-intensive university of the LSS education programme from which the students graduated. To ensure the programme's approval by the university it was necessary to contextualize LSS within established conceptual frameworks. This helped counter misconceptions that what was proposed was technical training in tools and techniques to provide quick fixes for routine healthcare process issues. Two related conceptual frameworks were selected to frame the curriculum: Senge's Fifth Discipline and Deming's System of Profound Knowledge. This paper focuses on how a central element of both frameworks, systems thinking or appreciation for a system, was enacted in the curriculum using Oshry's work on system blindness. Showing how systems thinking was conceptualized in the curriculum established the legitimacy and credibility of the programme within academia. This led to the approval of the first university-accredited graduate programme in LSS for healthcare in Ireland. [ABSTRACT FROM AUTHOR]

In this paper, I offer Brighouse et al some friendly suggestions for expanding the notion of 'educational goods', pose some challenges for their book's decision‐making framework and offer an opportunity for them to fill some small, but interesting lacunas. I start by comparing their typology of desirable educational outcomes with alternative classificatory schemes. I then suggest that certain processes and relationships might constitute 'educational goods'. Building on the discussion of outcome‐typologies, I ask Brighouse et al to indicate how knowledge contributes to flourishing and to comment on whether false belief might sometimes constitute an educational good. I then ask for a response to the view that their decision‐making framework may seem objectionable to some by endorsing a particular conception of the good life. I pose four questions regarding for whom educational goods are good, the objectivity of the decision‐making procedure, and possible lacunas regarding the issues of decision maker legitimacy and resolving disagreement. The paper concludes with an account of my own pedagogical uses of the book's most helpful framework. [ABSTRACT FROM AUTHOR]

This paper explores ways in which Roland Barthes' discussion of the encyclopaedia provides us with resources for thinking about education and research practice today. What Barthes addresses in his essay 'The Plates of the Encyclopedia' is a particular encyclopaedia, the Encyclopédie produced by Denis Diderot and Jean le Rond d'Alembert, which was published in France between 1751 and 1772. This is commonly referred as the first of a form that we recognise as the encyclopaedia today. I begin with Barthes' analysis and critique of the Encyclopédie. Barthes, writing in 1964, engages with the Encyclopédie as an iconic product of its time, seeing it as conditioned by and, in effect, reinforcing a particular way of experiencing the world. Next, I consider ways in which a parallel critique is pertinent today. I explore some current examples of encyclopaedic form in relation to education and educational research. The purpose of this is to examine the interplay between particular cultural products and their society, in which not only certain types of knowledge but also a certain conception of knowledge are produced and reinforced. So, it will not be the purpose of this paper to provide direct analysis or critique of the Enlightenment, or to provide a historical account of knowledge. Rather, what I am interested in is problematising a particular understanding of language and knowledge that arises through these cultural products, particularly with regard to educational inquiry. This lays the way for thoughts expressed by Gilles Deleuze and Félix Guattari in What is Philosophy? which, as I shall try to show, are of help in furthering the analysis of the dominant research culture's use of such products and in imagining the task of education and research differently. [ABSTRACT FROM AUTHOR]

This article proceeds from a consideration of what John Baldacchino calls 'viable ignorance', attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's 'positive ignorance'. It considers Friedrich Nietzsche, Jean‐François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls 'a medium of overpowering forces'. The disposition itself is outlined through close readings of key elements of Nietzsche's notebooks, Lyotard's final chapter of Libidinal Economy (1993), and Stockhausen's lecture, 'Intuitive Music' (1971) and developed through supplemental practice‐as‐research activity in sound. The intention of this paper is to explore the space of aesthetic ignorance as committedly as possible, without reverting constantly to positive ignorance. [ABSTRACT FROM AUTHOR]