THE EDUCATIONAL MEANING OF COMMUNAL LAUGHTER: ON THE EXPERIENCE OF CORPOREAL DEMOCRACY     

Joris Vlieghe  Maarten Simons  Jan Masschelein 《Educational theory》2010,60(6):719-734

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.  相似文献   

Transitions to post-secondary and tertiary education in the Netherlands: a trend analysis of unconditional and conditional socio-economic background effects     

Nicole Tieben  Maarten H. J. Wolbers 《Higher Education》2010,60(1):85-100

In the tracked educational system of the Netherlands, students at the end of secondary education have to decide whether they want to enter subsequent post-secondary or tertiary education. Depending on the previous qualification, they have the choice between up to four different options, including not entering further education. We propose, in line with prevalent theoretical approaches, that children from lower socio-economic backgrounds tend to make decisions that do not fully capitalize on their previously obtained qualifications. By means of multinomial logistic regression models we tested the unconditional and conditional effects of family background for entering the different tracks of post-secondary education. In the unconditional analyses we found effects for parental education on making a transition to all types of post-secondary and tertiary education, but the occupational status of the father seems to be only relevant for the transition to lower tier tertiary education. The conditional effects of parental education for making the transition to senior vocational education and university are strong, while the transition to lower tertiary education is not influenced by parental background characteristics. This shows that even with eligibility for the most prestigious tracks, children from lower socio-economic backgrounds tend to make less ambitious educational decisions. We also examined to what extent this inequality changed across time for the cohorts that terminated secondary education between 1932 and 1995. Decreasing effects of parental education indicate that the expansion of secondary education had the positive effect of leading more children from lower social backgrounds into favourable secondary education tracks, especially the intermediate general track. This equalization is carried forward through the entire sequence of educational transitions. The students from advantaged backgrounds nevertheless still profit from the parental resources in access to the most prestigious tertiary education institutions given secondary qualifications. Their head start into the academic track has not been reduced across cohorts.  相似文献   

Success and failure in secondary education: socio‐economic background effects on secondary school outcome in the Netherlands, 1927–1998     

Nicole Tieben  Maarten Wolbers 《British Journal of Sociology of Education》2010,31(3):277-290

In the Netherlands, educational attainment is the result of a sequence of separate educational transitions. Because of the tracked nature of the Dutch educational system, students do not make binary stay‐or‐leave‐decisions at each transition. After having entered one track of secondary education, students can change tracks during the entire secondary course. The initial track and the secondary school outcome therefore are incongruent for a significant proportion of the Dutch students. As social background partly predicts initial track placement, track changes and successful termination of the course, we suggest distinguishing conditional and unconditional effects of family background in the transition to secondary school outcome. This paper complements findings of previous research by taking into account the tracked structure of the Dutch educational system and the entire sequence of transitions in secondary education. For the empirical analysis, repeated cross‐sections from the Family Survey Dutch Population (1992, 1998, 2000 and 2003) are used. Multinomial logistic regressions reveal that inequality in the outcome of secondary education is partly explained by the fact that initial track placement is socially selective and because this initial inequality is even enhanced by track changes during secondary education. The remaining ‘conditional’ effect of parental education, however, indicates that parental education works on top of this selection to prevent drop out. Inequality in secondary school outcome thus is a cumulative result of social background effects in a sequence of educational transitions throughout secondary education. Decreasing inequality over time is entirely explained by decreasing inequality in the transition from primary to secondary education.  相似文献   

Erratum to: Coincidence and Kite-Flying     

Peter Simons 《Metascience》2009,18(3):353-353

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The Importance of Length Normalization for XML Retrieval     

Jaap?KampsEmail author  Maarten?de?Rijke  B?rkur?Sigurbj?rnsson 《Information Retrieval》2005,8(4):631-654

XML retrieval is a departure from standard document retrieval in which each individual XML element, ranging from italicized words or phrases to full blown articles, is a retrievable unit. The distribution of XML element lengths is unlike what we usually observe in standard document collections, prompting us to revisit the issue of document length normalization. We perform a comparative analysis of arbitrary elements versus relevant elements, and show the importance of element length as a parameter for XML retrieval. Within the language modeling framework, we investigate a range of techniques that deal with length either directly or indirectly. We observe a length-bias introduced by the amount of smoothing, and show the importance of extreme length bias for XML retrieval. We also show that simply removing shorter elements from the index (by introducing a cut-off value) does not create an appropriate element length normalization. Even after restricting the minimal size of XML elements occurring in the index, the importance of an extreme explicit length bias remains.  相似文献   

A new approach to philosophy of science textbooks     

Franssen  Maarten 《Metascience》2017,26(2):335-339

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Effects of an Attachment‐Based Intervention on Child Protective Services–Referred Mothers' Event‐Related Potentials to Children's Emotions          下载免费PDF全文

Kristin Bernard  Robert Simons  Mary Dozier 《Child development》2015,86(6):1673-1684

This study examined the neurobiology of maternal sensitivity to children's emotions among mothers involved with Child Protective Services (CPS) and low‐risk comparison mothers (M_age = 31.6 years). CPS‐referred mothers participated in the Attachment and Biobehavioral Catch‐up (ABC) intervention or a control intervention. Mothers' event‐related potentials (ERPs) were measured while they categorized images of children with crying, laughing, and neutral expressions. CPS‐referred ABC mothers (n = 19) and low‐risk comparison mothers (n = 30) showed a larger enhancement of ERP responses for emotional faces relative to neutral faces than CPS‐referred control mothers (n = 21). Additionally, the magnitude of ERP responses to emotional faces was associated with observed maternal sensitivity. Findings add to the understanding of the neurobiology of deficits in parenting and suggest that these deficits are changeable through a parenting intervention.  相似文献   

Costs and benefits of inter-departmental innovation collaboration   总被引：1，自引：0，他引：1  

Maarten Cuijpers  Katrin Hussinger 《Research Policy》2011,40(4):565-575

Inter-departmental innovation collaboration facilitates innovation performance. At the same time, it has been identified as a source of increased coordination costs. Using organizational information processing theory, this paper builds and tests hypotheses on the costs and benefits of innovation-related collaboration within firms. Based on a sample of 433 German manufacturing firms we show inter-departmental innovation collaboration to increase process innovation performance, but also to produce costs in terms of project delay and project termination. These costs, however, do not affect innovation performance at the firm level. This finding suggests firms to be well able to balance the costs and benefits of inter-departmental collaboration across their innovation project portfolio. Theoretical and managerial implications are discussed.  相似文献   

Why Can't a Man Be More Like a Woman?(A Note on John Locke's Educational Thought)     

Martin Simons 《Educational theory》1990,40(1):135-146

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动物的魔力     

玛格丽特·西蒙斯  高黎平 《宁德师专学报(自然科学版)》2002,14(1):91-92

虽然器官移植在科学上还存在极大的障碍 ,但是将动物的器官用在人体上的器官移植被许多科学家认为是唯一的长期解决全球性人类的器官匮乏的办法 .玛格丽特·西蒙斯正在关注这方面的最新发展  相似文献