Fiction and learning realities after postmodernism     

Viktor Johansson 《Educational Philosophy and Theory》2018,50(14):1504-1505

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Impairments in learning due to motivational conflict: situation really matters     

Nina K. Brassler  Axel Grund  Kristina Hilckmann  Stefan Fries 《教育心理学》2016,36(7):1323-1336

Although many theories mention distractions by conflicting alternatives as a problem for self-regulation, motivational conflicts are rarely considered when explaining impairments in learning. In two studies, we investigate the assumption of motivational interference theory that students show different amounts of impairments in learning depending on the presence and motivational strength of conflicting alternatives. In Study 1 (N?=?221), the subjective value attributed to a respective alternative in a study–leisure conflict scenario partially accounted for differences in self-regulated learning while controlling for interindividual differences. Study 2 (N?=?112) demonstrated that this pattern applies to both when the respective alternatives refer to ‘liking to’ (want conflicts) and ‘having to’ (should conflicts) do something. Moreover, it is demonstrated that impairments due to motivational conflict are higher than impairments inherent in the studying activity itself (baseline). The results emphasise the importance of concurring action alternatives for explaining difficulties in self-regulated learning.  相似文献   

Wildly wise in the terrible moment: Kant,Emerson, and improvisatory Bildung in early childhood education     

Viktor Johansson 《Educational Philosophy and Theory》2019,51(5):519-530

Abstract

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.  相似文献   

Bildung,self-cultivation,and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education     

Viktor Johansson  Claudia Schumann 《Educational Philosophy and Theory》2019,51(5):474-477

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Kinematic differences of elite and high-performance tennis players in the cross court and down the line forehand   总被引：1，自引：0，他引：1  

Landlinger J  Lindinger SJ  Stöggl T  Wagner H  Müller E 《Sports biomechanics / International Society of Biomechanics in Sports》2010,9(4):280-295

This study identified and compared the full body kinematics of different skill levels in the forehand groundstroke when balls were hit cross court and down the line. Forty-three three-dimensional retroreflective marker trajectories of six elite and seven high-performance players were recorded using an eight-camera 400 Hz, Vicon motion analysis system. The six highest horizontal velocity forehands with reliable kinematics of all participants were analysed for each specific situation (a total of 156 analysed shots). Significant differences (p < 0.01) and large effect sizes were observed between elite and high-performance players in linear velocity of the shoulder (2.0 vs. 1.2 m/s), angular velocity of the pelvis (295 vs. 168 degrees/s), and angular velocity of the upper trunk (453 vs. 292 degrees/s) at impact. The elite group showed a tendency towards higher racquet velocities at impact (p < 0.05). No significant differences were found in angular displacement of the racquet, hip alignment, or shoulder alignment at the completion of the backswing; nor did angular displacement vary significantly at impact. Irrespective of the group, different shoulder, hip, and racquet angles were found at impact, depending on the situation. The results should assist coaches when striving to improve their players' forehand.  相似文献   

Under the radar: Industry entry by user entrepreneurs     

Stefan Haefliger  Peter Jäger 《Research Policy》2010,39(9):1198-1213

We inductively develop a model of the commercialization process for new products or services user entrepreneurs undertake when entering an industry while drawing on proprietary technology developed in another industry. Extending the growing field of user entrepreneurship, we identify a two-phase approach to industry entry by user entrepreneurs who start “under the radar” of incumbent firms, gain experience, attract a first potential customer base, and then, in a second phase, engage in commercialization. During this process, a community of fellow users is of major importance for the entrepreneur, serving as a knowledge pool for skills development and experimentation with different commercialization paths. We study a nascent group of firms founded by users of video games who became entrepreneurs on entering the animation industry by producing Machinima, a new film genre characterized by shooting film in video games. We explain how user entrepreneurs gain access to complementary assets (video games) for their new use (shooting film), how they deal with intellectual property issues when using other firms’ assets, and how user entrepreneurs combine domain knowledge about film production with their experience in video games and the art of Machinima. Our propositions hold implications for management and policy.  相似文献   

RECONSTRUCTING DEWEYAN PRAGMATISM: A REVIEW ESSAY     

Stefan Neubert 《Educational theory》2009,59(3):353-369

In this essay Stefan Neubert argues that John Dewey was a philosopher of reconstruction and that the best use we can make of him today is to reconstruct his work in and for our own contexts. Neubert distinguishes three necessary and equally important components of the overall project of reconstructing Deweyan pragmatism: first, to make strong and productive use of the tradition; second, to establish new theoretical links in order to develop new conceptual tools; and third, to reconsider implications of Deweyan pragmatism with a view toward new articulations of human life experience. Neubert then discusses three recent publications in the field of Dewey scholarship—Larry Hickman's Pragmatism as Post-Postmodernism , Inna Semetsky's Deleuze, Education and Becoming , and David Granger's John Dewey, Robert Pirsig, and the Art of Living —as examples illustrating the importance of each component. During the course of this discussion, Neubert develops some conclusions about the complexity inherent in the comprehensive task of reconstructing Dewey's philosophy today.  相似文献   

Micro processes of learning: exploring the interplay between conceptions, meanings and expressions     

Elsie Anderberg  Christer Alvegård  Lennart Svensson  Thorsten Johansson 《Higher Education》2009,58(5):653-668

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Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations     

Stefan Decuyper  Filip Dochy  Piet Van den Bossche 《Educational Research Review》2010,5(2):111-133

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as ‘sharing’, ‘co-construction’ and ‘constructive conflict’ are balanced. However, finding this balance is not enough. Important questions such as ‘communicating about what?’, ‘communicating with whom?’ and ‘communicating for what?’ remain crucial. Five other process variables ‘team reflexivity’, ‘team activity’, ‘boundary crossing’, ‘storage’ and ‘retrieval’ are identified. Besides the core process variables, our model organises the most important inputs, catalyst emergent states and outputs of team learning.  相似文献   

The conflict between on-task and off-task actions in the classroom and its consequences for motivation and achievement     

Britta Kilian  Manfred Hofer  Stefan Fries  Claudia Kuhnle 《European Journal of Psychology of Education - EJPE》2010,25(1):67-85

The relations between students’ value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was expected that well-being value orientation was positively linked and achievement value orientation was negatively linked to decision for off-task behavior in such conflicts and that the higher students’ well-being value orientation, the higher their motivational impairment when deciding for the on-task behavior and the lower when deciding for the off-task behavior. For achievement orientation, the relationships were predicted to be reversed. The experience of motivational interference while performing on-task behavior was, in turn, expected to be related to worse grades. Data from 817 students (mean age 13.44) from 35 classrooms were collected using self-report questionnaires and analyzed in a series of hierarchical linear models. Analyses showed the relationships as predicted. All relationships found were comparable to the relationships found for a conflict between school and leisure actions after class. Results point out that even if students resist the off-task temptation in class, the mere possibility of off-task behavior can impair motivation and achievement.  相似文献