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The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. [ABSTRACT FROM AUTHOR]

Taking the European Credit and Transfer System as its departure point, this article describes the (mis)fortunes of the figure of the independent learner. This figure is conceptualized by analyzing the expectations of the European learning space that is enacted in discourses, instruments and practices. The independent learner is a de-institutionalized learner who is permanently in need of qualifications, calculations and mobility, and what takes shape is a 'governing by personalization and debt'. Key components of today's European learning space are no longer disciplinary norms (with inspection) and administrative rules (with sanctions), but personalizing profiles (with feedback). Understanding current forms of governing is of importance in order to perceive that what is appreciated today in terms of liberation and independence is in fact the inscription of the student in new forms of governing. The analysis concludes by raising the question of where university pedagogy begins and governing education should hold off. [ABSTRACT FROM AUTHOR]

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe's contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner. [ABSTRACT FROM AUTHOR]

Background: Groin hernia management has a significant worldwide diversity with multiple surgical techniques and variable outcomes. The International guidelines for groin hernia management serve to help in groin hernia management, but the acceptance among general surgeons remains unknown. The aim of our study was to gauge the degree of agreement with the guidelines among health care professionals worldwide.Methods: Forty-six key statements and recommendations of the International guidelines for groin hernia management were selected and presented at plenary consensus conferences at four international congresses in Europe, the America's and Asia. Participants could cast their votes through live voting. Additionally, a web survey was sent out to all society members allowing online voting after each congress. Consensus was defined as > 70% agreement among all participants.Results: In total 822 surgeons cast their vote on the key statements and recommendations during the four plenary consensus meetings or via the web survey. Consensus was reached on 34 out of 39 (87%) recommendations, and on six out of seven (86%) statements. No consensus was reached on the use of light versus heavy-weight meshes (69%), superior cost-effectiveness of day-case laparo-endoscopic repair (69%), omitting prophylactic antibiotics in hernia repair, general or local versus regional anesthesia in elderly patients (55%) and re-operation in case of immediate postoperative pain (59%).Conclusion: Globally, there is 87% consensus regarding the diagnosis and management of groin hernias. This provides a solid basis for standardizing the care path of patients with groin hernias. [ABSTRACT FROM AUTHOR]

The bankruptcy of tailor-made education. The need for pedagogic (work)places Education, youth work and youth care confront many challenges which are interpreted in many different ways and receive various responses. However, one type of response seems to be widely applauded: education and care should be tailor-made or become so: tailored to children and youngsters, to their talents and their lifeworld. This call for tailor-made education and care is often accompanied by an emphasis on the need for the development of talents and on the value of feeling-well. In this contribution we indicate how this response entails an approach to education as form of socialization. I.e. as practices that assist the (re-)production of a particular societal regime which calls upon us to conceive of ourselves as entrepreneurs and to permanently take care of our profile. The experience of a meaningful life risks thereby to become exclusively dependent on social recognition and comparison. In so doing tailor-made education risks to deny youngsters the chance for a pedagogical workplace i.e. a place where the world is presented and disclosed to them in such a way that it can provide them with a measure outside of themselves and allows them an experience of a meaningful life in relation to the work which is taking place there. [ABSTRACT FROM AUTHOR]

It is striking to notice how learning and education are treated by philosophers and political and social theorists. In our contribution we will discuss the 'social learning philosophers' (e.g.Habermas, Latour), the 'enfance-philosophers' (e.g. Lyotard, Agamben, Arendt) and the 'game-philosophers' (e.g. Wittgenstein). From the perspective of these adult or grown-up philosophies and theories, learning is instrumentalized and, as a consequence, it is often marginalized, ridiculed or - when acknowledged - celebrated as a unique case, example or metaphor. To the extent that the importance of learning is recognized, it is about 'natural' learning and certainly not about 'artificial' schooling. In our contribution we exactly want to speak pedagogically about what is at stake in school learning. Instead of narrating about the (good, bad, great, sad) experiences of learning at school, this pedagogical language seeks to give voice to the experience while school learning. Not the experience of a condition where someone is not (yet) being able to, for instance, write or count. But also not the experience of (already) being able to write or count. School experience is what is experienced at the moment that writing or counting becomes a possibility; what is experienced before being able to write, but after not being able to write. School experiences refer to the collective experience of being-in-the-middle (of things), the experience of an interrupted course of life where new courses become possible, the experience of knowledge and ability after making a mistake. We want to argue that from a pedagogical perspective school is not an institution but the always artificial arrangement of time, space and matter you have to go to for these experiences. However, philosophers and social and political theorists often (rather) forget they too went to school. [ABSTRACT FROM AUTHOR]

This paper discusses the constructivist, negotiated perspective to INGO accountability. According to this perspective, INGO accountability is a process of mutual negotiations between different INGO stakeholders who hold different accountability demands. Acknowledging that this perspective provides a good starting point for a better understanding of INGO accountability, we comment on this conceptualization of INGO accountability. Through an analysis of accountability instruments and procedures, we examine closely how the demands of the INGO's stakeholders are embedded in particular relationships of accountability which are sustained by particular accountability logics. From this analysis, we point out that, due to the differences that exist between these accountability logics, processes of negotiation are likely to be filled with complex tensions and trade-offs. Moreover, as some accountability logics are much clearer and more compelling than others, a constructivist perspective on INGO accountability does not automatically coincide with an understanding of INGO accountability in which primordial importance is given to the beneficiaries. [ABSTRACT FROM AUTHOR]

The school has often been accused of being a normalizing, colonizing and alienating machinery that is more of less violently imposing and reproducing a certain social order and this mainly through the language which is used and (to be) learned. Some of the analyses are famous. The sociolinguistic one of Basil Bernstein making a distinction between the use of a restricted and an elaborated code and suggesting a clear relation to social class. Illich' sharp attack of the way in which various political authorities imposed one 'national' language thereby devaluating vernacular languages. And of course, Paulo Freire's critique of the way in which the 'words' (language) of the dominant social group (the oppressors) not only alienate the oppressed from their experiences but also operates as a mechanism to install and reproduce the existing unjust social order. While recognizing the importance and value of these analyses, in our contribution we will argue from a strictly pedagogical perspective that school always implies a (violent) rupture and impingement on the 'natural' language (including however also the language of the dominant group). And we will try to indicate that if the school actually operates as a school (that is not as an institution, but as a very particular kind of gathering of people and things that spatializes 'free time' and grammatizes the world), then the language of the school is also always a language to come (or in-form-ation) which invokes also a community to come. And hence, school language is always artificial and in the making and precisely therefore also truly emancipating. [ABSTRACT FROM AUTHOR]

Although a large amount of ethnographic research has been conducted in schools, little is known about the particularity of the school, about what makes the school – as a school – different from other (learning) environments. As school ethnographies focus primarily on the perspectives and interpretations of pupils and teachers, the school itself remains largely ignored. Drawing on ethnographic research within six Flemish secondary schools, the particularity of the school is examined through its possible regime of enunciation. By focussing on both sociomaterial and discursive elements within school practices, we look for markers which point at a specific pedagogical regime of enunciation within these practices. Attention is then paid to the manner of speech, to the elements at stake when sayings occur, to the knitting together of objects, time(s) and space(s) as they are enacted through and as part of practices at school. [ABSTRACT FROM AUTHOR]

Over the last few years, different sociomaterial research orientations have emerged. In this article, we argue that most of these orientations are relying on a relational mode of thinking, that is, a way of conceiving of educational practices in terms of the relations between the different actors present in these particular practices. In doing so, these various sociomaterial studies share many of their theoretical assumptions with social topology, an approach inspired by the mathematical field of topology. In educational research, however, this connection between sociomaterial and sociotopological accounts is not commonly made. Therefore, this article calls for a more intricate interweaving of topological thinking with better-known sociomaterial approaches. Furthermore, we assert that using visualisations might play a crucial role in this respect. To that effect, we introduce the Foucauldian and Deleuzian notion of the diagram. This notion of the diagram, as the technique that brings the orders of the visual and the articulable together, is conceived as a promising technique in order to investigate different aspects of educational practices. In a concluding section, the article offers some suggestions as to what the general potential of adopting such relational studies in the field of education might be. [ABSTRACT FROM AUTHOR]

There is an increasing emphasis today on different forms of evidence-based policy in education. Several authors address the related emergence of new patterns of governing and describe forms of governing by numbers and related practices of governing by comparison. There is, however, less focus on the governmental use of soft evidence such as examples of good practice. Drawing on the analysis of governing practices in Belgium (Flanders) and Europe, this article attempts to examine in detail how soft evidence, among other elements, constitutes the current governing configuration. It is argued that this configuration includes several mechanisms that appear as evident but have far-reaching consequences: imposing spaces of meaning and discussion, deciding on what is within one's control and what is not, making people believe there is no longer something beyond themselves that is an excuse for actual self-improvement. What takes shape as part of techniques of contextualization, personalization, and permanent monitoring is ‘the power of the example’: learning from examples in view of increased performance. The conclusion expresses some concerns about the tendencies toward a manipulative society. [ABSTRACT FROM AUTHOR]

Central to this article is a case study of one particular governmental instrument in Flanders, the educational magazine 'Klasse voor Ouders' (Klasse for Parents). This popular magazine aims to provide information for and communication with parents as one of the target groups in the educational field. Despite the claimed formal and neutral character, in this study, we assume that 'Klasse voor Ouders' plays a larger role by contributing to the (re-)organisation of the public debate. We suggest that through the 'order of discourse' and thus, through what is said and written, an educational reality is created in which parents and the government are 'positioned' and are asked to reflect on themselves and to act in a well-defined way. By means of a critical discourse analysis in line with Fairclough, we illustrate how parents are understood as having a continuous 'drive' for improving the quality of their own parenting practice while the government is positioned as in charge of and in control for creating a kind of 'parental learning community'. [ABSTRACT FROM AUTHOR]

In the current literature on the university it is generally accepted that processes of digitization play an important role regarding both the daily functioning of the university as an institution and the academics that give shape to it. This article contributes to our understanding of the role that digitization plays in contemporary academic practices and does this by adopting a relational theoretical framework informed by sociomaterial studies. Furthermore, the article introduces a specific interview technique as methodological approach and makes use of topological visualizations in order to qualitatively analyze the composition of academic work in digital times. As such, combining textual and visual analysis, the article should be conceived as an explorative atlas. The atlas gives an account of how daily academic practices are relationally composed, by focusing on the spatiotemporal constellations enacted in these practices, and on how the digital acts and operates in these practices. Based on three profiles of academic practices, this atlas concludes by exploring whether contemporary academic practices are characterized by a typical mode of existence, and gives some pointers as to how this mode of existence of the university is typically enacted nowadays. [ABSTRACT FROM AUTHOR]

During the last two decades, professional standards describing competencies for teaching staff have emerged in nation states all around the world. This article reports on a pilot-study that applies a sociotechnological ‘lens’ to examine this standardisation process in educational policy. In line with ethnographic analyses drawing on science and technology studies and actor-network theory, the authors present a case study of teacher education in Flanders to demonstrate empirically how professional standards for teachers are being translated in (material) reality. First, we show where the Flemish professional profile and the core competencies of the teacher are being inscribed in teacher education. Second, we register how they gather an assembly of people, documents, procedures, instruments, etc. into specific types of stable and self-evident practice, and, third, we describe who and what is therefore set in motion. By displaying where the core competencies of the teacher function as ‘obligatory points of passage’, we make visible how their activity intensifies the standardisation network. This indicates, then, how the presence of professional standards in education is being stabilised or ‘black boxed’. Thus, our analysis traces the role played (or the type of work done) by professional teaching standards. [ABSTRACT FROM PUBLISHER]

This article takes its point of departure in the current tendency of education policy to become more and more evidence-based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value-added modelling, a commonly used method supposed to produce such knowledge. Drawing on some conceptual underpinnings of actor-network theory, the article advances that such factual matters often take the form of matters of educational performance that are shaped and produced by means of calculative and inscription devices. However, the adagio that measures of performances should guide education policy is only one, albeit strong, point of view. Taking not only performances but also public issues into account could lead to what could be called a more 'concern-oriented' policy. [ABSTRACT FROM AUTHOR]

In this article Joris Vlieghe, Maarten Simons, and Jan Masschelein attempt to articulate a new way of dealing with the public character of education. Instead of discussing laughter as an instrument that one could use to facilitate established educational goals, the authors provide an extensive analysis of the phenomenon of laughter as a specific form of corporeal behavior. Their analysis demonstrates that when we laugh, we give an answer to a disorienting situation, but this answer is not the product of intentional agency. Instead, it consists in the uncontrollable spasmodic contraction of our diaphragm and other impersonal and automatic corporeal reactions. We are thus exposed to an ultimate loss of self-control. The authors argue further that communal laughter-that is, when the lack of mastery over our own lives becomes a shared experience-results in what they call a 'democracy of the flesh.' In this state, it is no longer possible to stick to well-defined positions, nor is it tenable to defend any hierarchical ordering, including the strict hierarchy we typically find in the context of schooling and education. Common laughter makes equals out of us and grants the possibility of an unforeseen and unimaginable future. For precisely this reason, the authors conclude, communal laughter might be considered as an educational event itself. [ABSTRACT FROM AUTHOR]

The article presents an introduction to the Special Issue on the French philosopher Jacques Rancière who raises a provocative voice in the current public debate on democracy, equality and education. Instead of merely criticizing current practices and discourses, the attractiveness of Rancière's work is that he does try to formulate in a positive way what democracy is about, how equality can be a pedagogic or educational (instead of policy) concern, and what the public and democratic role of education is. His work opens up a space to rethink and to study, as well as to ‘re-practice’, what democracy and equality in education are about. He questions the current neutralisation of politics that is motivated by a hatred of democracy. This questioning is for Rancière also a struggle over words. Against the old philosophical dream of defining the meaning of words, Rancière underlines the need for the struggle over their meaning. The aim of the article is to clarify how and why education, equality, and democracy are a major concern throughout his work and to offer an introduction to the articles collected in the Special Issue. [ABSTRACT FROM AUTHOR]

Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the ‘governmentalisation of democracy’ and processes of ‘governmental subjectivation’. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of ‘political subjectivation’, that is, a disengagement with governmental subjectivation through the verification of one's equality in demonstrating a wrong. We will argue that democracy takes place through the paradoxical process of political subjectivation, and that today's consensus society tends to depoliticize all processes of subjectivation. A final step in the argumentation is to introduce the concept of ‘pedagogic subjectivation’—to be understood as the experience of potentiality—that is to be distinguished from governmental subjectivation and also from political subjectivation. The concept ‘pedagogic subjectivation’ is proposed as a way of thinking of the school as a public place. [ABSTRACT FROM AUTHOR]

This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, ‘École, production, égalité’[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the invention of a site of equality and as primordially a public space. Inspired by Rancière, we indicate first how the actual (international and national) policy story about the school and the organizational technologies that accompany it install and legitimate profound inequalities, which consequently can no longer be questioned (and become ‘invisible’). Second, the article recasts and rethinks different manifestations of equality and of ‘public-ness’ in school education and, finally, indicates various ways in which these manifestations are neutralized or immunized in actual discourses and educational technologies. [ABSTRACT FROM AUTHOR]

Background/Context: The article reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, "The Crisis in Education " and in facing the current transformation of public policy into "new public management. " Purpose/Objective/Research Question/Focus of Study: Based on Arendt's essay, "The Crisis in Education," the article explores that peculiar setting and architecture between family and world that is called school. The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the "capitalization of life." In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. One way of thinking takes the school as an infrastructure of "intro-duction," while the other way of thinking regards the school as an infrastructure of "e-duc(a)tion." Research Design: This article is an analytic essay. Conclusions/Recommendations: The article shows that it is impossible to think "a new beginning in our world" without thinking the school as public space. Drawing on some thoughts of Agamben and the school architecture of Cuyvers, the article offers an outline for elaborating the Arendtian thinking of the "perfect school." This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside (or as e-ducation), that is, into public space. Public space is a "free space" or the space of "free time." This free time is precisely the sense that the Greek "schole" seemed to indicate--a space where (economic, social, cultural, political, private…) time is suspended and where people have time at their disposal for "a new beginning." Whereas the museum is the setting that accumulates time, the school could be seen as the setting for suspending time. The school as "public architecture," then, is not a space/time of "intro-duction" and "in-between," but a space/time of "suspension" and "e-ducation. " [ABSTRACT FROM AUTHOR]

Do historians (of education) need philosophy? The paper suggests that historians do not need philosophical doctrine or (meta-)theory, or philosophical method, but that in so far as historians (as Koselleck states) are “writing their own time anew” and are “rewriting the past” (and so enlighten their present), they might find some help in a particular philosophical ethos: an ethos of discomfort or “attentive study”. First, how Koselleck describes the price that (famous) historians have paid for writing their own time anew and for rewriting the past will be sketched. This price entails, as will be argued, an uncomfortable exposition and estrangement of the researcher or writer. It is then suggested that such exposition and estrangement is also what is at stake in the ethos of a particular philosophical tradition implying exercises or askesis of uncomfortable exposition (or attentive study). This ethos will be sketched following Foucault, calling himself a “historian of the present”, not in order to intervene in the many controversies amongst historians surrounding his work but in order to support the initial suggestion that philosophy might be of some help for historians. Moreover the article will indicate how philosophy in this sense is intrinsically an educational endeavour (philosophy as education or paideia), although not an issue of learning (acquiring knowledge or competence). [ABSTRACT FROM AUTHOR]

In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical-analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self-government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship. [ABSTRACT FROM AUTHOR]

This article uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the 'form of problematisation' (Foucault) that is enacted in the texts of the Decree. It will be argued that the Decree reflects the movement from a profession-oriented to a market-oriented form of problematisation of teaching and teacher education. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organisational framing of institutes for teacher education. Based on this analysis, the article concludes that 'profession-oriented virtues' (expertise, responsibility and autonomy) are replaced by 'entrepreneurial' or 'market-oriented' virtues (competency/effectiveness, responsiveness and flexibility). [ABSTRACT FROM AUTHOR]

Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments. People are regarded as learners and the main target of school education has become ‘learning’ pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not merely about a renewal of our vocabulary, but an indication of a far more general transformation of the world of education. It is argued that the current self-understanding in terms of ‘learning environments’ and ‘learners’ indicates a shift in our experience of time and place; a shift from (modern) historical self-understanding towards (post-modern) environmental self-understanding. The essay draws upon Foucauldian concepts in order to map the modern organisation of time and space in ‘schools’. This past organisation is confronted with the current organisation of time and space in ‘learning environments’. By contrasting both maps the paper focuses on the main characteristics of the current experience of time and space, that is, ‘environmental self-understanding’, and explores in the final section the dark side of this self-understanding. [ABSTRACT FROM AUTHOR]

This article presents and discusses the results of a literature review that was conducted in order to understand ambivalences observed in reflections on the research-teaching nexus. As a result of this literature review, it is possible to attribute these ambivalences to the mixed use of two approaches: on the one hand, a functional approach that regards research as a tool in the learning environment in order to develop competencies that are functional for the knowledge society, and, on the other hand, an idealistic approach that regards research as a process of edification and understands academic education as participation in research. This article examines these two approaches and discusses the critical issues that have to be taken into account in order to deal with the ambivalences. [ABSTRACT FROM AUTHOR]

The aim of this article is to argue that the evident exchange of information on performance (and its supply, demand and use) should be regarded as a symptom of a new governmental regime that installs less evident power relations. Educational policy in Flanders (Belgium), and in particular the need for feedback information from the Flemish government, will be used as a case to describe this regime. Based upon the analytical framework of 'governmentality' (Foucault), the article focuses on the 'governmentalization' of Europe and Flanders that accompanies the need for feedback information. The main result of the analysis of European and Flemish policy documents can be summarized as follows: government or the 'conduct of conduct' currently takes the form of 'feedback on performance'. This means that the strategy of the governmental regime is to secure an optimal performance for each and all (member states, schools), and acts upon the 'need for feedback' and 'will to learn' of the actors involved. On the basis of these findings, the article introduces in conclusion the notion 'synopticon' in order to grasp the exercise of power in 'feedback on performance'. [ABSTRACT FROM AUTHOR]

A ‘renaissance of the university’ in the European knowledge society is regarded today as a necessity. However, there is an ongoing debate about what that renaissance should look like. The aim of this article is to take a closer look at these debates, and in particular, the disputes related to the public role of the (future) university in the European knowledge society. The aim however is not to assess the validity of the arguments of each of the protagonists but to place the discussion within a broader socio-historical context. From a genealogical point of view, and drawing upon the work of Foucault and Hunter, it is possible to distinguish two kinds of milieu, each embodying their own “intellectual technology” and each leading to a specific conception of the public role of the university: firstly the principled milieu (with the persona of the academic as critical intellectual), and secondly the governmental milieu (with the persona of the state official or governmental expert). From this genealogical point of view, I will argue that the modern (research) university was from the very beginning a hybrid institution due to the claims and scopes of both milieus. Furthermore, I will argue that the current discussions reveal the ongoing influence of both milieus and their respective gazes and approaches. [ABSTRACT FROM AUTHOR]

Although universities are asked to play a role in the European knowledge society, the precise scope and meaning of this role is still under discussion. A major issue in this debate is the trend to adapt universities to economic needs and demands of society. In view of taking a critical stance against a one-sided economic interpretation of activities and functions of universities, their so-called “public” role is increasingly stressed in the debate as a crucial responsibility of universities that should not be marginalized and therefore deserves our attention. In this paper, which is the introduction to a special issue on the public role of the university, we want to stress the importance of addressing the question of “the role of universities in the Europe of knowledge” in an open way and thus, without prejudices against or in favour of possible answers. It is our contention that a critical view of what is happening in universities today cannot simply rely on authoritative ideas or principles that are vaguely reminiscent of our university traditions. Consequently, this introductory paper pleas for a firmer argumentative and a richer empirical basis that takes account of the fact that our background (horizon) has thoroughly changed in comparison to traditions that still implicitly inform our judgement of what universities can do, should do or should not do. Finally, we will discuss the way in which the articles collected in this issue are intended stimulating and supporting the debate on the public role of the university in Europe. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub-discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly the way in which the studies of governmentality have been elaborated in general and in the context of research in education more particularly. It indicates how the studies of governmentality can be related to a cartography of the learning society, a cartography which helps us to get lost and to liberate our view. [ABSTRACT FROM AUTHOR]

The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/Hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio-economisation’ (cf. Bröckling), a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life (as a learning process) could turn into ‘let die’ and even into ‘make die’. [ABSTRACT FROM AUTHOR]

Traditionally, ‘education through research’ is understood to be a main characteristic of education at the university. In this article we will explore how ‘education through research’ is argued to be of major importance for the European knowledge society, how there is still a reference to the idea of Bildung or liberal education, and what research is presumed to be like if it is to have this edifying potential. It will be argued that the edifying potential of research is related to a normative component in the research activity and that this normative orientation and its presuppositions are problematic today. This lays the way for the exploration of alternative approaches to the edifying potential of research (with reference especially to Jürgen Mittelstrass and Jacques Derrida) and for the discussion of what could be at stake for ‘education through research’. [ABSTRACT FROM AUTHOR]

This article deals with inclusion in education and society. It focuses on several elements of the modern education apparatus: the pedagogical and the governmental. A main feature of a governmental and pedagogical regime is the objectification of people as individuals and of a group of people as a population. What is stressed within this perspective is an identity, some common characteristics or the presence of some necessary skills. This means that a whole of people cannot be reduced to some general characteristics or qualities. It is always divided and fragmented, irreducible to a unity or identity.

Objective: To assess the value of a written questionnaire in the follow-up of patients after inguinal hernia repair. Design: Prospective study. Setting: University and two district hospitals, The Netherlands. Subjects: 314 patients with 362 inguinal hernias. Main outcome measures: Correlation between answers to questionnaire and clinical examination in the diagnosis of recurrent hernias. Results: 13/24 recurrences (54%) after a mean follow-up of 33 months with a follow-up rate of 93% were not diagnosed by the questionnaire. Conclusion: Follow-up after hernia repair must be by physical examination. [ABSTRACT FROM AUTHOR]

In the Acknowledgments, Lars N. Jorgensen of the HerniaSurge Group was incorrectly listed as: "Lars Jorgensen, Bispebjerg Hospital, University of Copenhagen, Copenhagen, Denmark." The correct listing should have read: "Lars N. Jorgensen, Bispebjerg Hospital, University of Copenhagen, Copenhagen, Denmark." [ABSTRACT FROM AUTHOR]

Despite the growing interest in deliberative and dialogue models the research literature lacks investigations of the underlying assumptions of deliberative methods. Starting from the current popularity as well as the broad use of the method of deliberative inquiry -one example of such a deliberative method- this article aims to identify approaches and underlying assumptions of deliberative inquiry. Therefor a systematic literature review of empirical research, of descriptions of practical deliberative procedures and of theoretical research of deliberative inquiry is used. This review demonstrates that the method of deliberative inquiry is elaborated and used within different contexts with a corresponding range of rationales: From (1) a procedure to tackle curriculum questions through (2) a way of investigating and agreeing upon policy actions to (3) collaboratively researching issues. By describing the three approaches and by investigating the assumptions of deliberative inquiry within each approach, we demonstrate a range of rationales behind this method. Despite the distinctions, the primary goal of all manifestations of deliberative inquiry is similar: to contemplate a practical problem in a systemic and collaborative way, to weigh arguments for possible solutions and to make (even temporarily) a decision. This article concludes with future research perspectives. [ABSTRACT FROM AUTHOR]

In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s idea that textual technologies played a crucial role in the inception of the university, we will first show the structural similarities between university thinking and the text as a profanation of the book. Secondly, we describe university thinking as a type of critical thinking based on the materiality of the text-on-the-page, explaining why the text has been at the centre of university pedagogy since the beginning. In the third part, we show how Illich came to see the end of the culture of the text as a challenge for the university, by describing the new features of the text-as-code incompatible with the idea of reading as study. Finally, we challenge this pessimistic reading of Illich’s and end with a call for a profanatory pedagogy of digital technologies that could mirror the revolutionary thinking behind the mediaeval invention of the text. [ABSTRACT FROM AUTHOR]

The article discusses several researches published within the issue of the journal which analyzes the relationships between learning society and governmentality and its implications on education.

Introduction: Currently, it is common practice in the emergency department (ED) for pain relief in hip-fracture patients to administer pain medication, commonly systemic opioids. However, with these pain medications come a high risk of side effects, especially in elderly patients. This study investigated the safety profile and success rate of fascia iliaca compartment block (FICB) in a busy ED. This ED was staffed with emergency physicians (EPs) and residents of varying levels of experience. This study followed patients' pain levels at various hourly intervals up to eight hours post procedure. Methods: Between September 2012 and July 2013, we performed a prospective pilot study on hip-fracture patients who were admitted to the ED of a teaching hospital in the Netherlands. These patients were followed and evaluated post FICB for pain relief. Secondary outcome was the use of opioids as rescue medication. Results: Of the 43 patients in this study, patients overall experienced less pain after the FICB (p=0.04). This reduction in pain was studied in conjunction with the use and non-use of opioids. A clinically meaningful decrease in pain was achieved after 30 minutes in 62% of patients (54% with the use of opioids, 8% without opioids); after 240 minutes in 82% of patients (18% with opioids, 64% without opioids); after 480 minutes in 88% of patients (16% with opioids, 72% without opioids). No adverse events were reported. Conclusion: In a busy Dutch ED with rotating residents of varying levels of experience, FICB seems to be an efficient, safe and practical method for pain reduction in patients with a hip fracture. Even without the use of opioids, pain reduction was achieved in 64% of patients after four hours and in 72% of patients after eight hours. [ABSTRACT FROM AUTHOR]

This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices. [ABSTRACT FROM AUTHOR]

In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist. [ABSTRACT FROM AUTHOR]

Nowadays, the cell phone is omnipresent in our society, certainly amongst youngsters. Its presence, and the possibility to be in constant touch, have some profound consequences on our experience (of our selves, of others and the world) and self-understanding. It is important for educators and scholars in the field of education to understand such consequences and develop an awareness of how students relate to the world they inhabit. Starting from the observation that people often want to know the position of the party they call, this explorative study reports on an analysis of text messages of 10 participants and tries to couple this and related questions heuristically to an environmental self-understanding, wherein a particular environmental kind of positioning becomes a major need and/or obsession. Results point to a particular potential dealing with the present and the future. [ABSTRACT FROM AUTHOR]

The article discusses the paper to improve the professional development of teachers, the effectiveness of their work and the development of their knowledge and skills. It also states that initial teacher education should provide sound basis training in subject-matter knowledge, pedagogy related to subjects and general pedagogical knowledge. It further focuses on epistemology of teaching that is based on a close examination of work by practitioners including architects, psychotherapists and managers.

Background: Both mesh and suture repair are used for the treatment of umbilical hernias, but for smaller umbilical hernias (diameter 1-4 cm) there is little evidence whether mesh repair would be beneficial. In this study we aimed to investigate whether use of a mesh was better in reducing recurrence compared with suture repair for smaller umbilical hernias.Methods: We did a randomised, double-blind, controlled multicentre trial in 12 hospitals (nine in the Netherlands, two in Germany, and one in Italy). Eligible participants were adults aged at least 18 years with a primary umbilical hernia of diameter 1-4 cm, and were randomly assigned (1:1) intraoperatively to either suture repair or mesh repair. In the first 3 years of the inclusion period, blocked randomisation (of non-specified size) was achieved by an envelope randomisation system; after this time computer-generated randomisation was introduced. Patients, investigators, and analysts were masked to the allocated treatment, and participants were stratified by hernia size (1-2 cm and >2-4 cm). At study initiation, all surgeons were invited to training sessions to ensure they used the same standardised techniques for suture repair or mesh repair. Patients underwent physical examinations at 2 weeks, and 3, 12, and 24-30 months after the operation. The primary outcome was the rate of recurrences of the umbilical hernia after 24 months assessed in the modified intention-to-treat population by physical examination and, in case of any doubt, abdominal ultrasound. This trial is registered with ClinicalTrials.gov, number NCT00789230.Findings: Between June 21, 2006, and April 16, 2014, we randomly assigned 300 patients, 150 to mesh repair and 150 to suture repair. The median follow-up was 25·1 months (IQR 15·5-33·4). After a maximum follow-up of 30 months, there were fewer recurrences in the mesh group than in the suture group (six [4%] in 146 patients vs 17 [12%] in 138 patients; 2-year actuarial estimates of recurrence 3·6% [95% CI 1·4-9·4] vs 11·4% (6·8-18·9); p=0·01, hazard ratio 0·31, 95% CI 0·12-0·80, corresponding to a number needed to treat of 12·8). The most common postoperative complications were seroma (one [<1%] in the suture group vs five [3%] in the mesh group), haematoma (two [1%] vs three [2%]), and wound infection (one [<1%] vs three [2%]). There were no anaesthetic complications or postoperative deaths.Interpretation: This is the first study showing high level evidence for mesh repair in patients with small hernias of diameter 1-4 cm. Hence we suggest mesh repair should be used for operations on all patients with an umbilical hernia of this size.Funding: Department of Surgery, Erasmus University Medical Center, Rotterdam, Netherlands. [ABSTRACT FROM AUTHOR]

Background and purpose -- The reliability of conventional radiography when classifying distal radius fractures (DRF) is fair to moderate. We investigated whether reliability increases when additional computed tomography scans (CT) are used. Patients and methods -- In this prospective study, we performed pre- and postreduction posterior-anterior and lateral radiographs of 51 patients presenting with a displaced DRF. The case was included when there was a (questionable) indication for surgical treatment and an additional CT was conducted within 5 days. 4 observers assessed the cases using the Frykman, Fernández, Universal, and AO classification systems. The first 2 assessments were performed using conventional radiography alone; the following 2 assessments were performed with an additional CT. We used the intraclass correlation coefficient (ICC) to evaluate reliability. The CT was used as a reference standard to determine the accuracy. Results -- The intraobserver ICC for conventional radiography alone versus radiography and an additional CT was: Frykman 0.57 vs. 0.51; Fernández 0.53 vs. 0.66; Universal 0.57 vs. 0.64; AO 0.59 vs. 0.71. The interobserver ICC was: Frykman: 0.45 vs. 0.28; Fernández: 0.38 vs. 0.44; Universal: 0.32 vs. 0.43; AO: 0.46 vs. 0.40. Interpretation -- The intraobserver reliability of the classification systems was fair but improved when an additional CT was used, except for the Frykman classification. The interobserver reliability ranged from poor to fair and did not improve when using an additional CT. Additional CT scanning has implications for the accuracy of scoring the fracture types, especially for simple fracture types. [ABSTRACT FROM AUTHOR]