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Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."

Surveys existing research on televised campaign debates; indicates areas for future research; considers the resources needed to expand and improve current research efforts; and encourages more systematic and sustained inquiry. Notes two compelling needs in terms of resources: an archive containing comprehensive records of media coverage of the debates and a longitudinal dataset on citizens' responses to debates. (SG)

As social and economic problems change, so do the goals of education reformers. This content analysis of presidential debates transcripts, state of the union addresses, and education budgets from 2000 to 2015 reveals the ways in which presidents and presidential candidates have framed education goals thus far in the twenty-first century. Using Labaree's (1997) framework of competing goals in American education, we found that democratic equality, social efficiency, and social mobility made their way into education discourse. Democratic equality occurred most frequently, followed by social efficiency, then social mobility. Presidents also used these goals in concert, applying symbolic language of equity to promote education policy initiatives framed as bolstering economic growth, America's global competitiveness, and the opportunity for individuals to achieve the American Dream. Implications for federal education policy trends and frameworks for understanding the education goals of U.S. presidents in the 21st century are discussed.

Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The "Memorandum on Lifelong Learning" was launched in October 2000 by the European Commission and has been debated ever since in all member states of the European Union, leading to the publication of a follow-up document in 2001 which promoted a "European area of lifelong learning". The "Memorandum" was a unique document in terms of both form and content, and its outcome and immediate impact were remarkable. But what is the long-term effect of this document, considering policymaking processes and scholarly debates in various EU member states and beyond? The authors of this article aim to answer this question by highlighting the "Memorandum's" "key messages" and analysing how it is referenced in academic papers and publications. Their main findings confirm the "Memorandum's" significant impact, including a long-term one, particularly in raising awareness of the importance of adult education in the political debate. Despite a decrease in explicit references to the document in policy papers over the past ten years, other more recent references to the "Memorandum" can still be identified in the latest policy documents and academic debates. Scholarly papers are particularly interested in critical content analysis, pointing out the strengths and limitations of the "Memorandum" and its follow-up document. During the past decade, the academic debate has become more active than in the first ten years since the "Memorandum's" publication, demonstrating its long-term impact on various sectors in the field of lifelong learning, even outside Europe.

Abstract This commentary brings the 2017–2019 thematic series What is Chiropractic? to a close. The 18 papers published in the series contribute to a better understanding of what chiropractic is, where chiropractors practice and function, who seeks their care, what chiropractors do, and how they interact with other healthcare professionals. Several papers in the series highlighted deeply rooted disagreements within chiropractic about fundamental issues pertaining to ideology, acceptance of scientific evidence as the basis for clinical practice and the future of chiropractic. If the chiropractic profession is to remain relevant in today’s evidence-based healthcare environment, there is an urgent for the profession to undertake further research to describe what chiropractic is, what chiropractors do, and provide evidence for the value of these activities to patients and healthcare decision makers.

Conflict expression describes the way people convey opposition across six types (debate, argue, tease, dismiss, complain, and disguise). The concept has garnered increased attention among management scholars, but experiential exercises to guide instruction are needed. This paper presents an engaging activity that encourages participants to experience the six conflict expression types. We provide guidelines for implementing the exercise and assess its effectiveness for in-person and online courses.

The paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students' questioning, meaning making, and writing in the context of read alouds during genre-based writing. A process to support students' written production that builds on dialogic applications of argumentative discourse is provided, too. Finally, the paper comments on ways that dialogic argumentation scaffolds students' entry into debate and written argument. Cautionary notes are provided regarding instructional practice and guidelines to teachers.

This article provides a critique and an addition to observations raised by Ballantine et al. in this issue. After reviewing the strengths of Ballantine et al.'s article about the need for a core in sociology, I argue that this debate has gone on long enough and needs to be reframed around areas of agreement. Three major curricular projects (that have already begun to move this discussion forward) are presented, including the American Sociological Association (ASA) High School National Standards; the ASA Task Force on "Liberal Learning and the Sociology Major, Updated, Third Edition"; and the Measuring College Learning (MCL) Project. A critical outcome of the MCL Project in sociology is the Sociological Literacy Framework, which is already changing conversations about sociology curricula and learning outcomes. The Sociological Literacy Framework is summarized, and use of this framework is discussed.

Describes a class debate assignment that helps students prepare for writing their first research paper by making the research process a known entity. (SR)

On the 21st century scent of educational development, 'dialogism' hogs the limelight of leading academics, mapping ergo a stiff stronghold for active learning pedagogies. Regarding the field of literature more sensibly considered in English as Foreign Language (EFL) context, the plea for embracing interactive talks reverberates discernably in the air, yet, engaging practices are still an overlooked real-world praxis. Given this reality, the current paper endeavours to endorse the implementation of a new dialogic model that extrapolates its foundation-stone techniques from both of Bakhtin's (1983) discursive dialogues and Socratic argumentations. The pertinent problematics in this study is to investigate the effect of this model on enhancing learners' higher-order critical thinking skills (HOTSs). To fulfil this target, the researcher has embarked on an Experimental Study based on a pre/post-testing, carried on painstakingly with second-year EFL students at Oran2 University, Algeria. Substantially, after appraising the treatment results through SPSS, the study reveals that adopting such a dialogic model is a robust sinew for "Bloometizing" EFL literature classroom, namely by stimulating and revitalizing the learners' cognitive reasoning potentials at a very high complexity. Besides, in-class interactions help the students build empathy with literary texts and strengthen their analytical strategies. From this vantage point, the paper, finally, hopes that teachers adopt this dialogic model as a fitting instructional capstone to bringing literature back to life before the learners' eyes and to add the 'wow' factor inside literature classrooms.

Copyright of Ankara Barosu Dergileri is the property of Ankara Bar Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the political and the media discourses concerning the Portuguese governmental program responsible for delivering a laptop named "Magalhães" to all primary school children. The analysis is based on the official documents related to the launch and development of the initiative as well as the press coverage of this topic. The main purpose is to recognize the dominant public discourses and to find out what the media select for the debate in the public sphere. This analysis was done with a particular focus on the critical media literacy framework. The results reveal that the press highlighted the negative aspects of that program and that this framing could have a strong impact on how it was accepted and understood by the public opinion. Analysis also reveals that the governmental initiative was predominantly driven by technological objectives, in particular the access to technology, rather than media literacy objectives.

This article provides an historical case study of an abortive attempt to revise policy and legislation relating to Religious Education (RE) in English schools in the late 1960s and early 1970s. Drawing upon published sources, including parliamentary debates, as well as previously unutilised national archival sources from the Department of Education and Science, it comments upon events which have hitherto been omitted from the historiography of RE, but which help to contextualise significant changes in RE theory and practice at that time. Moreover, it demonstrates that the current parlous state of RE in schools is in part the result of latent and longstanding issues and problems, rather than a consequence of present-day government policy alone. Therefore, in reviewing and developing RE policies and practices, all stakeholders are urged to look more closely at both changes and continuities in the subject's past and the contexts in which they occurred.

In this keynote, the author discusses dichotomies having to do with: (1) technology/digital proponents versus non-technology/analogue proponents; (2) a formal/formalist position versus an informal/informalist position; and (3) educator/teacher views versus artist/musician views. The author often wonders what the essence of these dichotomies are, what they mean to the development of the music education profession, and to what extent they are real, in the sense that they represent opposite views concerning values and directions in music education as a profession. In this keynote, the author reflects on some of these questions. (Contains 1 figure and 6 notes.)

Teaching survey courses at the university level can be a difficult task. The vast majority of students have to take survey classes as part of their curriculum and, as a result, bring a fair amount of resentment and/or ambivalence with them. Furthermore, many students already arrive on campus with negative opinions about history classes. This attitude has an impact on the students' dedication, affecting their study habits and classroom performance. Exams often illustrate this situation when students fail to grasp important material or simply make up answers. Having had his fair share of answers like the Black Death being one result of the great awakening, the author started to rethink the structure of the survey. He had two goals in mind that the restructuring should accomplish: First, to have the survey better represent what historians do and, second, to overcome some of the negative opinions students bring with them into class. In this article, the author explains why he revamped his survey by abolishing the textbook and short answer/essay exams. Instead, he assigns three to four books and assesses students with four to five short papers and two presentations/debates. (Contains 6 notes.)

In this article, the author describes a technique she uses to achieve an autonomous student discussion. The technique involves setting up highly structured debates, whose content is informed by coherent sets of primary sources and whose form models one aspect of how professional historians work. Students are required to read about twenty to twenty-five pages of primary documents whose authors disagree on an important question, and then debate with each other which interpretation the documents best support. This teaching tool has a number of advantages. First, whereas in the open-ended research paper a student might immerse himself more fully in other scholars' interpretations of history, these debates force the student to focus on primary sources. This gives students direct experience with making history out of its raw materials. Second, by independently discussing interpretations with other class members, students come to see themselves as co-producers of a historical knowledge that is never final--in other words, a process that always needs their input, whether or not they become professional historians themselves. When assigned a traditional research paper, students typically think of the professor as their only audience, and--because they need to develop a coherent thesis--hope they manage to hit on the "right" argument. By contrast, debates emphasize the open-ended quality of historical scholarship and the importance of discussion with colleagues in formulating more sophisticated understandings of history. (Contains 2 notes.)

The first decade of the twenty first century has seen a growing interest and intellectual debate within the information professions, focusing on issues where an ethical dimension predominates. This paper provides an overview of codes of practice, published literature, conference proceedings and educational programs that focus on information ethics, and considers how this is enriching the discourse of our profession and opening up the potential for fruitful cross-disciplinary inquiry and debate. (Contains 19 notes.)

This article focuses on how Dutch newspapers represented the debate in the Netherlands in the 1970s on comprehensive education and thus influenced the Dutch Middle School experiment. Wiborg's identification of key factors of success in Scandinavia was used as a point of reference. The article shows that these key factors did not exist in the Netherlands because of the polarisation of liberals and social democrats. Furthermore, the article shows how newspapers played different roles, varying from disseminators of new ideas to sparking debate and from communicators of political views to a barometer, consequently influencing the political strategies chosen.

The aim of this research is to investigate the development of preschool education pre-service teachers' (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST's opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research.

The benefits of using formalized debates in the classroom are widely known as debating develops various skills that students need both inside and outside the modern educational system. Such competences range from communication and research skills, critical thinking, team work, public speaking, and self-confidence (Kennedy, 2007; Medina, 2020; Snider & Schnurer, 2006). However, while debating is frequently used both in regular classroom settings and as extra-curricular activities in various countries, it is still largely neglected as an educational tool in Hungary. This is true both in secondary and tertiary education with the teaching of debate mostly absent from teacher-training programs as well. After an overview of research findings on the key benefits of using debates in the classroom, the paper examines the educational policy environment in Hungary concerning the use of debates and based on various surveys argues that the manifold benefits of debating could also be exploited in Hungary as it is not only enabled by the core and general curricula but also caters for a clear need both in teacher training and daily educational practice.

We study a motive for why individuals may hide wealth in offshore entities that has received scant attention in the academic literature and the public debate: the fear of expropriation. We use the Panama Papers and data on media reporting on expropriations and property confiscations. We document that such news reports increase the probability that offshore entities are incorporated by agents from the same country in the same month. This result is robust to the use of country-year- and month-fixed effects and the exclusion of tax havens. The effect is stronger in countries with well-functioning governments. We argue that individuals start hiding their proceeds from illegal activities in offshore entities when reasonably well-intended and well-functioning governments become more serious about law enforcement. [ABSTRACT FROM AUTHOR]

This article investigates the underlying themes and principles that inform curriculum debate and how they are articulated in current school policy discussions. This topic is approached with the help of a case study covering the debate on which subjects should be mandatory for students at the upper secondary school curriculum in Sweden. The focus is on the arguments for and against the inclusion of History among these core subjects. The aim is to order and structure this debate and to link the arguments found to basic underlying principles. Why was History considered important or unimportant? What arguments are found about the best way to teach History? This study employs a 4-fold distinction which distinguishes between perennialism, essentialism, progressivism, and reconstructivism as four schools of thought, each outlining its own particular view on what kind of knowledge is important and how such knowledge should be taught. One major finding is that two of the schools--progressivism and essentialism--completely dominate the debates under study. There existed a major fault line between those who emphasized the instrumental value of History as a tool for fostering good citizens, and those who considered History part of essential general knowledge about society. (Contains 1 note.)