In this commentary, I build on recent interdisciplinary models for embodied cognition with additional perspectives from affective neuroscience, educational psychology, creativity theory, and science education. I invoke William James and John Dewey, pioneers of an embodied philosophy of mind, alongside recent affective neuroscience theory about the…

Although young Sikhs are regularly accused of not attending "gurdwara" and not being interested in Sikhism, many young Sikhs are now learning about Sikhism outside traditional religious institutions. Using data gathered as part of a research project studying the transmission of Sikhism among 18- to 30-year-old British Sikhs, this essay…

This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the…

In this paper I take up Peters' invitation to think of education in terms of initiation. I argue that the concept of initiation demands much closer scrutiny and analysis in order to provide a substantive thesis about education. A key challenge concerns how we conceive of the initiate. The very idea of initiation suggests that, in some interesting…

A year after receiving his PhD in psychology from the University of Rochester, Tim Kasser accepted a position at Knox College, in Galesburg, Illinois, where he is currently professor of psychology. He regularly teaches psychology classes on personality, clinical and abnormal psychology, dreaming, and research methods, as well as an…

In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these…

In this article, the author shares the lesson she learned from her young friend, Mirabel, whose mother was dying. By following the daily path of support taken by Mirabel, she learned that it does not matter whether schools have a hundred kids, a thousand kids, or several thousand kids. Teachers must make sure that they can make room for each one.…

The behaviorist view of man, that he is only another animal with some extraordinary features, places him at odds with the taming socialization process that goes on in the schools. Schools should offer an expansive environment, activity oriented rather than passive. (Author/WD)

This paper argues that the internet is built around key technology design features of openness, robustness and decentralisation. These design features have transformed into social features, which are embodied within the cultural values of the internet. By examining applications that have become popular on the net, the importance of these values is…

Fourteen preschoolers and 82 kindergarteners were asked, "Tell us what you do at school every day." Their answers provide researchers with insight about how children become socialized into school. Researchers might better understand the structure of classroom activities and the expectations that develop in the class. (Auth/JL)

Becoming a faculty member in an academic nursing program encompasses the learning of a complex role. Because nursing is new to universities, there are few role models. A deliberate process needs to be designed to assist the novice faculty person in acquiring the role. (Author)

Major discontinuities exist between the way learning is conceptualized in most school settings and the way learning and meaning-making happens outside of school. The author challenges educators to engage in a serious conversation about methods for mending the mismatch. The challenge for educators is not simply to imagine a different way of looking…

This article argues that studies of student teaching as an occasion for learning to teach have mistakenly ignored the role of program content and contexts in the socialization of prospective teachers. (Author/MT)

Students learn much that is not publicly set forth in official school philosophy or in course syllabi. This learning, which includes information, beliefs, and ways of behaving, can be attributed to the implicit curricula of schooling. Discussed are the messages imparted by the classroom and school environment. (RM)

Outlining a conceptual scheme specifying how peer influences mediate the effects of organizational characteristics of schools on student outcomes, with social psychological theories of interpersonal attraction and influence as the basis for the outline, is the aim of this paper. Selection of peers and influence of peers is outlined. (CE)