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"Phenomenology and Pedagogy in Physical Education" by Oyvind Standal is a book that addresses the lack of studies on phenomenology and pedagogy in the context of physical education in schools. The book consists of 10 chapters that cover topics such as the role of practical knowledge in physical education, the teacher's role in the skills model, and the ethical dimensions of physical education. Standal argues that phenomenology can contribute to physical education by promoting critical movement literacy and accommodating marginalized groups. The book is intended for sports and education academics and provides a new perspective on understanding physical education. However, the discussion could benefit from more real-life examples. [Extracted from the article]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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 describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education 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.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 presents as an opportunity to think and problematize the relationships that are established in the knowledge networks that affect the school practice and the discourses that take place in the (dis)learning exercises that mark the teaching and student performativities and tension the curricular canons that seek themselves as a prescription. Therefore, eager for dialogues with Poststructuralist Studies, with them we seek to use curricular landscapes as events in classrooms, taking them as common experiences, which allow us to act and (dis) weave some discourses-shape-curricula that seek to ingraft normative practices to the performatized bodies. In this exercise, inspired by Queer Studies, life becomes unsubmissive, monstrous and provocative of a breaking in curricular codifications. [ABSTRACT FROM AUTHOR]

The article focuses on how artificial intelligence (AI) is challenging traditional notions of knowledge, exploring its origins, impact on attitudes and behaviors, and the issue of trustworthiness. Topics include the historical evolution of knowledge dissemination, the transformative role of AI in education and society, and the ethical considerations and challenges educators face in integrating AI tools responsibly into learning environments.

Background: Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value‐neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making. Purpose: The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual‐ and team‐level design thinking and, by extension, students' learning in engineering design education. Method: This work draws on a critical ethnography in which I observed three focal design teams during a semester‐long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi‐structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes. Findings: At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions. Conclusions: If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane 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.)

Since ancient times, mathematics has displayed a high level of creativity and impressive dynamism. However, in teaching/learning programs, they appear as relics to be displayed within the walls of the school. To break with this archaism, Statistics has emerged as the part of mathematics that can shed light on its dynamism and societal roots. Here, too, computational, and theoretical aspects have left little room for a clear understanding of the concepts studied. The aim of this article is to show, through the epistemological study of the notion of standard deviation, how the study of the evolution of concepts can help us understand their meaning and serve as a resource for their teaching. [ABSTRACT FROM AUTHOR]

Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana 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.)

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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.)

Background: The transition to adulthood is a challenging period for individuals with type 1 diabetes, especially those attending post-secondary education (PSE) at a university or college. In addition to balancing academic responsibilities and adapting to a novel environment, young adults (YAs) with type 1 diabetes must more independently manage the daily demands of diabetes care. Objective: The aim of this study was to collect qualitative data from multiple stakeholders addressing the transition of students with type 1 diabetes into a PSE setting. Methods: A total of 15 participants were interviewed, including three health care provider diabetes educators, four parents of YAs with type 1 diabetes, and eight YAs with type 1 diabetes. Reflexive thematic analysis of the qualitative interviews revealed four major themes and 11 subthemes. Results: The four major themes revealed included 1) inappropriateness of services available to support students with type 1 diabetes in PSE settings, 2) individuals with type 1 diabetes having to compensate for inadequate systems, 3) variability of social support effectiveness, and 4) the need for a more holistic approach to improve diabetes education and social support systemically. Conclusion: This study identified some key systemic barriers experienced by PSE students with type 1 diabetes. Future research needs to extend the sample populations to understand a wider range of PSE student experiences. The findings from this study provide initial recommendations to develop new PSE readiness interventions for YAs with type 1 diabetes. [ABSTRACT FROM AUTHOR]

The topic of this paper is the relocation of a proven learning mechanism in a real-life working situation to a university setting. The aim is to discuss to what degree the types of learning generated in the original setting can survive the re-contextualisation and what might be done to retain as much value as possible. The original learning situation was an aesthetic experience – choral singing and conducting – that allowed nine senior managers to sense various relational phenomena, such as control and empowerment, multi-voice teamwork, the impact of own body, empathy, and vulnerability. The target learning domain is a university setting. The paper draws on various theories of learning. The re-contextualisation is discussed in the form of five hurdles that must be overcome. For each hurdle, a design hypothesis is proposed. The presence of an aesthetic object – the sounding music – illuminates the crucial linkage between discipline knowledge structures and everyday practices. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand scientific models and their inherent limitations and strengths when using the Empirical Test for Thematic Analysis • To learn about scientific models developed from qualitative data and their mediating role between theory and data • To discover the epistemological and methodological grounds needed to move thematic analysis beyond thematic maps and colourful illustrations to building and learning from models Background: Models are central to the acquisition and organisation of scientific knowledge. They can be viewed as tools for interpretive description as well as cognitive representations of an empirical phenomenon. However, discussions about how to develop models in qualitative research – particularly in the literature on thematic analysis – are sparse. Aim: To discuss an approach to scientific qualitative modelling that uses the new technique described in the first part of this article (Gildberg and Wilson 2023): the Empirical Test for Thematic Analysis (ETTA). Discussion: The authors discuss scientific models and their inherent limitations and strengths, so that others may assess models and their potential. Conclusion: A limitation of ETTA is the risk that excessive rigour and systematisation could reduce creativity in the construction of models. However, on balance there is a scientific need for qualitative researchers to improve their capability to refine and describe the techniques they use to construct models, adequately explain the reliable generation of models, and improve transparency regarding the epistemological and methodological basis for the construction of models. Implications for practice: By using ETTA on qualitative data obtained from clinical practice it becomes possible to illuminate the interconnections among themes within the data. This approach not only assists in illustrating these connections, it also enables clinicians and researchers to gain a comprehensive understanding of specific clinical phenomena through the use of models. The process of developing and using these models enables the simulation and strategic intervention development based on data that addresses the specific problem being investigated. [ABSTRACT FROM AUTHOR]

The article presents a reflection on factors that affect the doctoral training process and the insufficiencies addressed in updated publications and the author's domain. The findings result from the application of the inductive-deductive and analytical-synthetic methods to determine essential aspects related to the perception of the internal contents of said process. The results show a characterization of its meaning for the growth of doctoral students and its less visible characteristics. In addition, contents related to the requirements in the doctoral student's training and the type of learning that such training requires are provided. [ABSTRACT FROM AUTHOR]

When embarking on our journey of learning in mathematics, we may envision a linear path of modules for acquiring mathematical knowledge and understanding to reach a predetermined outcome. However, this is a partial representation since the outcome and path are developing and adapting and our learning is continuously emerging. In this paper, our journey of learning in mathematics is re-envisioned as a complex adaptive system with agents, internal diversity, internal redundancy, decentralised control, sources of disruption and sources of coherence. As will be illustrated through the adaptive cycle of a complex adaptive system, learning may emerge between phases of destabilisation and development. For this emergence there needs to be openness to embrace a disruption, reflection to interpret the disruption, connection to respond to the disruption and inspiration to grow and adapt in response to the disruption. There also needs to be a balance between individual and collective learning. Through navigating these cycles along our journey of learning there may be emergence of learning experiences within and beyond mathematics. [ABSTRACT FROM AUTHOR]

An inclusive and encompassing model that portrays the relationship between learning cycle and knowledge types has not been adequately covered in the relevant literature. Although both have been the focus of several studies, few related studies have integrated these two theories. This study explored how combining learning cycle theory with the perspective of knowledge types could enable scholars to better understand managerial knowledge processes. This model argues that learning processes may significantly affect the knowledge types obtained. The results showed that the learning processes experienced by learners have a positive influence on attaining knowledge types. Thus, learners can acquire all the types of particular knowledge through experiencing a complete learning cycle. [ABSTRACT FROM AUTHOR]

The authors trace the key themes to which contributors speak, situating pedagogy, knowledge and learning within anthropological enquiry and method. Topics discussed include the ethnographic study of formal and informal learning, critical postcolonial theory and the reframing of epistemological hierarchies, and pioneers in folk and Indigenous education.

The article presents a preliminary sketch of early medieval Arabic polymath, emphasizing its normative role in Islamic intellectual tradition. Three fundamental factors contributing to the rise of Arabic polymath are discussed: Platonic methodology of analysis, scholasticism as a method of learning, and the professionalization of knowledge through intellectual guilds. Topics include the introduction of Platonic methodology, scholasticism, professionalization of knowledge.

This article adopts a sociomaterial perspective on ELT materials and illustrates how a mandatory textbook is used as a springboard to create decolonizing relations in the classroom ecology. Sociomaterial perspectives view learning as not the transmission but the emergence of knowledge from embodied relations, which shifts the focus from the textbook itself to the relations surrounding it. Based on this shift, this article first provides exploratory questions for teachers to understand the classroom ecology. A set of example activities in a beginner-level Japanese EFL class follows, which showcase how a textbook published by a global publisher could be turned into a springboard to attract translingual and multimodal materials and meaning-making resources. Learning emerges through the entangled relationships of the prescribed textbook, materials, resources, students, and teachers. The article concludes with practical implications to enrich the ELT classroom ecology. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 paper argues for reconceptualising an educational curriculum that locates its primacy in practices. The argument is framed around the core purpose of education: to help people 'live well in a world worth living in'. Living well and learning about what this means is typically guided by epistemologically based curricula, and conversely, school curricula determine the substance of education. We argue that this understanding of education is too narrow, and as a consequence, it severs the relationship between knowing and practising. We propose that a curriculum of mathematical practices is required for human flourishing, where the focus is on mathematical practices rather than predominantly on knowledge. To demonstrate our position, we consider different kinds of mathematical practices needed during the Covid-19 crisis. We examine how a practice-approach forms the basis for a future-oriented curriculum which might better equip individuals and societies to respond to conditions which disrupt their everyday circumstances. [ABSTRACT FROM AUTHOR]

The relationship between educational institutions and technology has given rise to different schools of thought, practices and policies. These opposing views range from essentialist and reductionist approaches to the integration of multicodicality in everyday practices. Communicative, relational and knowledge production forms are increasingly reliant on datafication and platformization. This trend has over time, and continues to impact the realms of epistemology, semiotics, anthropology, pedagogy, teaching, and methodology. The theoretical and operational proposals tied to the domain of critical pedagogy prove invaluable in comprehending how the contemporary infosphere operates and the implications of interpreting reality through an informational lens. [ABSTRACT FROM AUTHOR]

Global human mobility constitutes a key mechanism for knowledge transfer. This study examines the micro‐dynamics of knowledge transfer in the developed‐developing country migratory context. It highlights the agentic role of return migrants in transforming overseas learning into relevant knowledge in their home contexts. Drawing on situated and relational theories of knowledge and learning, the study views knowledge transfer as a relevance discovery process. It looks at a group of highly skilled migrants who had returned from developed countries to Ethiopia. Despite their high skill, the focus of knowledge transfer was mostly in non‐technical fields that include a broad range of organizational knowledge and work practices. These were made relevant to the local context through the returnees' 'work of reconciliation', involving 'engagement', 'alignment' and 'imagination'. The study challenges the standard assumption of a one‐way linear flow of knowledge from developed to developing countries. It sheds new light on the migration‐development link by highlighting the 'aspirational' aspect of migrant transnational learning. [ABSTRACT FROM AUTHOR]

Epistemological conceptions about learning and the acquisition of knowledge and attitudes towards research are inherent elements of good professional training. The objective of the present was to relate the epistemological conceptions about learning and the acquisition of knowledge and the attitudes towards research in students of the first semester of two university institutions. The EQEBI Test and the EACIN Scale were applied to a census sample of 520 students. The overall results range from favorable to very favorable. It is concluded that there is good potential for academic and research training, which represents a commitment to sustain and promote that potential, through good educational quality and favorable economic and social conditions for the training of future professionals. [ABSTRACT FROM AUTHOR]

In this article, the authors explore and contribute to producing a performative research paradigm where post-qualitative as well as artistic research might dwell and breathe. Entering a thread of discussion that started with Haseman's A manifesto for performative research in 2006, and building on their own friction-led research processes at the edges of qualitative research, the authors plug in with performativity, non-representational theories and methodologies, post-qualitative inquiry and post approaches. A performative paradigm for post-qualitative inquiry is proposed, where knowledge is viewed as knowledge-in-becoming as the constant creation of difference through researcher entanglement with the research phenomenon and wider world. A performative paradigm produces a space for movement, (artistic) freedom, (post-qualitative) experimentation and inclusion. A performative research paradigm also offers provocations that shake long-established notions about what research is and should be. Within a performative research paradigm, learning/be(com)ing/knowing is always in-becoming – as is the performative paradigm itself. [ABSTRACT FROM AUTHOR]

The article focuses on the global dissemination of classical learning outside of Europe. Topics include the encounters of western Europeans with classical learning in Eastern India and Central Africa, the extensive dissemination of classical traditions in various regions such as Timbuktu and Tibet, and the significance of classical learning in the Arabic language.

In this paper we present our reflections from the development of a postgraduate course on teaching practices at the university, in which the contributions of the attending teachers evidenced the essential articulation of didactics with other fields of knowledge, in order to understand the problems that teaching raises in the present. Issues such as the relationship of teaching with technology, with the ways of learning of young people, affectivity as a component of teaching, attention to diversity and the working conditions of teachers are presented as topics recurring, which although they are not new, have acquired other connotations that make them more complex. This made us think in the sense of considering a "didactics from or towards the edges", focusing on the contributions of those other fields to this discipline that offer greater richness to the analysis of teaching. [ABSTRACT FROM AUTHOR]

This study aims to present the concept of Digital Humanism, through the emerging need for an epistemological sense for educational practices in the context of multiple human relationships that have experiences with digital technologies. The proposal deepens the sense of a Digital Humanism, through the understanding of a new humanism, cyberculture and the complexity of educational practices in the relationship between the physical and the digital, in the teaching and learning process. The work has a qualitative and hermeneutical character, with a dialectical understanding. The research paths dialogue, initially on the meaning of philosophical gnoseology demonstrated by theories of knowledge over time, with an emphasis on modernity. Subsequently, the understanding of the conception of a new contemporary humanism in social relations, in particular, in pedagogical work in the face of cyberculture and complexity. [ABSTRACT FROM AUTHOR]

Indigenous language reclamation efforts are pushing academic ideas of what language is, in order to be accountable to Indigenous epistemologies. Simultaneously, as our Indigenous languages grow, we (academics) are pushed to grow beyond the boundaries of disciplines. Categories of "language" and "land" have been segregated by this colonial structure. In this study, as we bring them together, we seek to describe what the ontology in play looks like. We argue that as reclamation efforts successfully grow more young speakers, we are able to push against colonial constructs of learning when we witness learning in the context of movement, land, and intergenerational interactions. In this article, we closely examine episodes from three walks taken from a broader corpus of walks (14), to describe how one Elder walking with groups of two children constructed knowledge and joint meaning-making in the Ojibwe language while walking on Ojibwe lands. We take seriously the idea that there is an Indigenous epistemology at work in these cultural ecologies, one that sees humans as a part of the natural world, at play on the walks. Here we describe specifically what this looks like in the moment-to-moment interactions, and how we read these constellations of cultural practices as an apprenticeship into sustaining relationships with land. [ABSTRACT FROM AUTHOR]

This article aims to identify and map beliefs about mathematics, its teaching and learning, and understand their role in the development of a teacher educator’s professional knowledge in her teaching practice in primary teacher pre-service education. The study results from qualitativeinterpretative research, in a case study approach, in which data of three different natures were collected: documents, interview and observation. The results point out the incidence of the teacher educator’s beliefs about instrumentalist mathematics, its teaching and learning constituted during her academic trajectory and indicate a reorganization of these beliefs from her involvement in a collaborative work aimed at her teaching practice. Finally, results also point out the contributions of the reorganization of these beliefs in the development, mobilization and expansion of their professional knowledge for teaching Algebra in primary teacher pre-service education, especially in the domain of pedagogical content knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Ricerche di Pedagogia e Didattica is the property of Universita di Bologna, Dipartimento di Scienze dell'Educazione 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.)

Copyright of Prometeo Conocimiento Científico is the property of Puerto Madero Editorial Academica 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 study was conducted to determine whether the relationship between epistemological beliefs about learning and lifelong learning tendencies of teachers working in Akyazı district of Sakarya province in the 2020-2021 academic year shows a statistically significant difference in terms of gender, seniority, and type of school. Two scales were used in the study: "The Lifelong Learning Tendency Scale" was used to determine teachers' lifelong learning tendencies, and "The Epistemological Belief Scale for Learning Scale" was used to determine their epistemological beliefs about learning. Quantity of method was used in the study, and an easy accessibility sample type was chosen for the sample group. Since the data did not show a normal distribution, Mann Whitney U was used for bivariate questions from non-parametric tests, Kruskall-Wallis for questions with more than two variables, and Spearman Correlation Test to determine the relationship between scales. According to the results, it was determined that teachers' perceptions of their epistemological beliefs towards learning were moderate, and the aver rage of their perceptions of lifelong learning tendencies was high. According to Spearman Correlation Analysis, it was seen that there was no statistical relationship between teachers' epistemological beliefs about learning and their lifelong learning tendencies. [ABSTRACT FROM AUTHOR]

Educational research on learning models highlights the need to activate awareness in the individual to assess knowledge and its function. This presupposes that the very knowledge does not have the character of a passive reflection of an already existing order of things. Rather, it is a question of recognizing in the individual the dynamic identity between learning and acting. In this context of investigation, it may be useful to revisit some fundamental lines of thinking expressed by classical American pragmatism, according to which human being is essentially action. Hence, everyone at the same time, is responsible to contributing to the production of a situational truth and to its convalidating. In this sense, the function of knowing as learning cannot be separated from its connection with a social praxis. [ABSTRACT FROM AUTHOR]

Hegel does not write about education specifically, nevertheless there are in his opus ideas or comentaries about education or even the pedagogy of his time. Some of this comentaries are conected with the key concept of “formation” (Bildung). Hegel understands the path of conscience, from the sensory experience to absolute knowledge, as a kind of formation. This path imposes some restrictions of pedagogical character. If we pay attention to this restrictions, then we can find a solid conservative thinker, deeply opposed to enlightened pedagogy. [ABSTRACT FROM AUTHOR]

This article discusses relational land‐based education in the Brazilian Amazon and the idea of intra‐dependency. The data produced with the Apurinã presents the intra‐relational spaces of knowing created between different beings, human and other‐than‐human, which contrast with the notion of individual learners. Apurinã co‐existence in learning also sheds light on the emotional dimension of Amazonian relational epistemology, while its inclusion of human–environment relations can contribute to taking seriously the practice of care toward other‐than‐human beings. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

To commemorate 40 years since the founding of the Journal of Business Ethics, the editors in chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialogue around the theme The Ethics and Politics of Academic Knowledge Production. Questions of who produces knowledge about what, and how that knowledge is produced, are inherent to editing and publishing academic journals. At the Journal of Business Ethics, we understand the ethical responsibility of academic knowledge production as going far beyond conventions around the integrity of the research content and research processes. We are deeply aware that access to resources, knowledge of the rules of the game, and being able to set those rules, are systematically and unequally distributed. One could ask the question "for whom is knowledge now ethical'"? (See the Burrell commentary.) We have a responsibility to address these inequalities and open up our journal to lesser heard voices, ideas, and ways of being. Our six commentators pursue this through various aspects of the ethics and politics of academic knowledge production. Working with MacIntyre's scheme of practices and institutions, Andrew West provides commentary on the internal good of business ethics learning and education. Inviting us to step out of the cave, Christopher Michaelson urges a clear-eyed, unblinking focus on the purposes and audiences of business ethics scholarship. As developmental editor, Scott Taylor uncovers some of the politics of peer review with the aim of nurturing of unconventional research. Mike Hyman presents his idiosyncratic view of marketing ethics. In the penultimate commentary, Julie Nelson attributes difficulties in the academic positioning of the Business Ethics field to the hegemony of a masculine-centric model of the firm. And finally, Gibson Burrell provides a powerful provocation to go undercover as researcher-investigators in a parallel ethics of the research process. [ABSTRACT FROM AUTHOR]

The learning styles hypothesis—and particularly the meshing hypothesis—state that learners' preferences about their preferred modality of learning (i.e., visual, aural, or kinesthetic) predict learning gains on academic tasks. Despite the fact that this hypothesis is not borne out by the scientific evidence available to us, it still remains in widespread classroom use. This article begins by discussing the evidence against learning styles. Second, the article discusses why teachers might continue to believe in and use learning styles in their classroom as well as why essentialist beliefs about learning are not helpful. Finally, 3 variables that do impact student learning—knowledge, strategies, and interest are discussed. Each is defined, their development and measurements are discussed, and finally some instructional examples are given. Replacing the use of learning styles in the classroom with instructional decisions based on the development of knowledge, strategies, and interest can improve student learning outcomes across a wide range of subjects and grade levels. [ABSTRACT FROM AUTHOR]

Meaningful learning is substantial for a student because it will allow the successful development of new ideas, new capacities to interpret, synthesize and conceptualize the knowledge. This type of learning that is not really new in education because of the pedagogical models and is recently has being conceptualized which the teacher's planning arises that includes methods, techniques, and didactic resources with follow-up based on indicators such as teamwork and dynamism in teaching of virtual modality, thus avoiding traditional pedagogy and prioritizing meaningful and autonomous learning that achieves the training purposes demanded by this new era. [ABSTRACT FROM AUTHOR]

Research Summary: How does the dyadic collaborative structure between the hiring firm and the losing firm influence knowledge spillovers following an employee's move? We demonstrate that knowledge spill‐ins (to the hiring firm) and spill‐backs (to the losing firm) are the greatest when a firm with a strong collaborative density hires an employee from another firm that too has a strong collaborative density. Furthermore, such a dyadic combination results in the greatest degree of access to the broader knowledge of the other firm. By considering the role of relative collaborative structures in post‐mobility knowledge‐building activities, we inform the extant literature on the importance of this factor. In doing so, we invite scholars to take a more holistic view of the risks and benefits associated with "learning by hiring." Managerial Summary: Firms interested in acquiring the knowledge of other firms through employee recruitment face a dilemma. To best integrate the knowledge brought in by new employees, firms must encourage extensive collaboration between existing employees and new hires. However, such a dense collaboration exposes firms to potential knowledge spill out through these new hires, which may undermine their competitive edge. Firms that lose employees face the reverse dilemma. Accordingly, managers and practitioners should realize that not all recruitments may result in net knowledge gains. Our findings strongly suggest that where a firm hires from also matters, not just who it hires, thereby offering a practical insight for organizations in properly assessing the utility of hiring an employee, particularly in consideration of their relative collaborative structures. [ABSTRACT FROM AUTHOR]