11 research outputs found
Application of the Revised MacArthur Narrative Completion Task Coding to the Doll's House Task to Elaborate Processes which may Underlie the Expression of Child Disturbance and Confer Resilience, Following Exposure to Postnatal Depression
No full textMorita therapy: A comparison of Eastern and Western practices
No full textThis critical literature review examines the related cross-cultural issues linked to the traditional form of Morita therapy, as it has been adapted to western contexts. Some differences between Japanese and Western cultures are explored to determine whether Morita therapy techniques can be used with Western clients. Two essential questions are addressed: How can Morita therapy be adapted into a western context? How can Western mental health professionals be adaptive, flexible, and culturally sensitive when using Morita therapy? The author looks at Eastern versus Western philosophical approaches and Morita therapy being used with inpatient and outpatient clients in Japan and outpatient settings in Western cultures to help answer the first question. ·The second question is reviewed by addressing literature looking at how Morita therapy and Western psychotherapy models are similar and different. The author also explores literature discussing the client-therapist relationship to help answer the second question. A discussion outlining the possible answers to the above questions and suggestions for future research is presented
The ubiquitin-conjugating enzyme UBE2K determines neurogenic potential through histone H3 in human embryonic stem cells
No full text© The Author(s) 2020.Histones modulate gene expression by chromatin compaction, regulating numerous processes such as differentiation. However, the mechanisms underlying histone degradation
remain elusive. Human embryonic stem cells (hESCs) have a unique chromatin architecture
characterized by low levels of trimethylated histone H3 at lysine 9 (H3K9me3), a
heterochromatin-associated modification. Here we assess the link between the intrinsic
epigenetic landscape and ubiquitin-proteasome system of hESCs. We find that hESCs exhibit
high expression of the ubiquitin-conjugating enzyme UBE2K. Loss of UBE2K upregulates the
trimethyltransferase SETDB1, resulting in H3K9 trimethylation and repression of neurogenic
genes during differentiation. Besides H3K9 trimethylation, UBE2K binds histone H3 to induce
its polyubiquitination and degradation by the proteasome. Notably, ubc-20, the worm
orthologue of UBE2K, also regulates histone H3 levels and H3K9 trimethylation in Caenorhabditis elegans germ cells. Thus, our results indicate that UBE2K crosses evolutionary
boundaries to promote histone H3 degradation and reduce H3K9me3 repressive marks in
immortal cells.The Deutsche Forschungsgemeinschaft (DFG) (VI742/1-2 and Germany’s Excellence Strategy-CECAD, EXC 2030-390661388), the Else Kröner-Fresenius-Stiftung (2015_A118) and the European Research Council (ERC Starting Grant-677427 StemProteostasis) supported this research. This work was also supported by ERC Consolidator Grant-616499 to T.H., the Foundation for Polish Science co-financed by the European Union under the European Regional Development Fund (POIR.04.04.00-00-5EAB/18-00) to W.P., and the Polish National Science Center (UMO-2016/23/B/NZ3/00753) to A.D. We thank L. Kurian for helpful discussions and comments on the manuscript. We thank the CECAD Proteomics Facility and the Cologne Center for Genomics (CCG) for their contribution and advice in proteomics and RNA sequencing experiments, respectivelyPeer reviewe
Marketing for Small Business: The Development of a Practical and Conceptual Contribution towards a new Paradigm 1986 to 2011
No full textThis thesis is about the role, nature and importance of marketing within small firms. The definition for small firms’ used here is organisations’ with up to 50 employees. This is the definition used by The Department for Business, Innovation and Skills (2012). There are over four million of such commercial organisations in the UK and they account for over half of the UK’s GDP and over half of the UK’s employment (The Department for Business Innovation and Skills November 2011 /12). Most firms’ in the UK are small and yet the marketing for small firms’ seems to be a neglected area in the standard text books and in the mainstream business school curriculum. Why is this and what can be done to make the subject of marketing more relevant and more appropriate to the smaller enterprise? This doctorial submission is based on published work. There are 24 individual pieces of work making up the submission. All of the works submitted are related to the subject of marketing for small business. Throughout the works’ submitted the author addresses a fundamental question which has occupied his mind for many years. This question is highly pertinent to the developing subject of marketing within small firms’ (Gilmore and Coviello, 1999). The question is ‘is conventional marketing theory and practice from the ‘classical school’ applicable to all types of organisations no matter what their size’? The fundamental question this work addresses is do smaller firms need a different sort of marketing, more suited to their particular needs (Nyman, Berck, and Worsdorfer, 2006; Reynolds and Day, 2011; Hills and Hultman, 2011; Shaw, 2002; Gilmore, 2011; McAuley, 2011; Hills and LaForge, 1992)? The author can find no real evidence of any need for a totally new paradigm although some areas of the standard business school ‘model’ of marketing management might need some important adaptation to make it more suitable for the majority of smaller firms’. The key approach would seem to be standardisation as far as possible then necessary adaptation. The collection of papers and related materials making up this thesis submission conclude that in many cases the central core hub of marketing that has become known as the ‘classicist philosophy of strategic marketing management’ is appropriate in many areas (Drucker, 1954). It can often be employed to the smaller enterprise with beneficial commercial effects (see Reynolds, 2007; Brennan, Baines, and Garneau, 2003). The author has attempted to demonstrate that a body of work has developed and evolved over time in a purposeful manner and with a common theme. The material submitted here, placed into three separate but related categories, has been structured to have an overall thematic shape. The ‘grand theme’ interwoven into this account is marketing for small business. The author does not claim to have investigated every vestige of the subject but does feel that over the years he has made a contribution to the knowledge in this area. Each of the three sub - themes used in this work are related and can be integrated into a ‘grand narrative’ or ‘story line’. This ‘grand narrative’ is encapsulated in the title of this thesis which is; ‘Marketing for small business: The development of a practical and conceptual contribution towards a new paradigm 1986 to 2011’
Developing a Framework for Derivative Sales within Strategic Business Units of German Savings Banks
No full textThe implications of the western financial and economic crisis brought the global financial system into a system-threatening imbalance. Even though a total breakdown of the financial system has been averted, all parties concerned are still confronted with the consequences. Thereby, banking institutes are challenged by a high level of complexity and dynamics introduced by new regulatory frameworks, turmoil in capital markets and cautious customers. All these changes result in the need for banks to draw the necessary conclusions for their individual strategies to survive in a fiercer competition. Against this background and challenges, numerous German savings banks currently re-examine opportunities to optimise their (net commission) earning structure by offering liability derivatives to their clients.
The aim of this thesis is to provide a better understanding of such derivative sales in German savings banks by developing a conceptual framework exploring and explaining the critical factors for establishing a business-level strategy for this highly ambivalent business field against the background of the crisis.
Taking the ontological and epistemological position of a constructivist, the strategy of inquiry was informed by a (qualitative) grounded theory approach, using semi-structured interviews with experts as data gathering technique. The underlying emphasis on three different German savings banks in relation to size, location and business strategy offered a solid base to meet the set research objectives and to establish new primary findings.
Based on an exploration of the institutes’ courses of action, a discussion of the financial crisis’ influences and derived expert views on success and sustainability for the business field, five main categories were elaborated, which differentiate successful from less successful business units. For each main category a partial model was created explaining interdependencies and causalities. By consolidating these findings and partial models, an initial conceptual framework was developed, which supports the implementation of a possible successful and sustainable business-level strategy for derivative sales in German savings banks.
The improved understanding and the conceptualisation of derivative sales in savings banks are highly relevant for practice and theory as they offer in-depth-expertise of a market-environment which is swiftly and radically changing but still has high potential for increasing customer loyalty as well as profits and thus can generate competitive advantages for the institutes offering these services
Politicization of Science
No full textThe politicization of science refers to the changing relationship between science and politics (e.g., Post & Ramirez, 2018). Different concepts of politicization of science focus on various aspects, e.g. political actors highlighting scientific uncertainty to question the scientific consensus or influencing scientific processes and research. In general, the politicization of science refers to the process by which science gradually takes on a political meaning and is used to pursue political goals, leading to a closer relationship between science and politics (e.g., Alinejad & Honari, 2024; Schmid-Petri et al., 2022). However, there is a lack of a multidimensional conceptualization that reflects this general understanding and also considers the media as a driver of the politicization of science (Brüggemann et al., 2020). In this perspective, the politicization of science is a process that unfolds in as well as through media coverage and can be analyzed using indicators such as the thematic blurring of politics and science, politicized actor structures, and politicized news values in media coverage (e.g., Brück et al., 2024).
Field of application/Theoretical foundation
The relationship between science and politics has been discussed for decades. Theoretical perspectives, such as those from Luhmann (e.g., social systems theory; 1995) and Habermas (e.g., scientization of politics; 1987), explore the complexities of this relationship and its societal implications. The politicization of science presents significant challenges, especially for science communication, which is central to the interaction between politics, science, and publics (e.g., Brüggemann et al., 2020). As science becomes more media-oriented, strategic science communication must navigate the politicized public discourses while maintaining scientific integrity. Journalists play a crucial role in this process by selecting scientific information and providing it for public and political discourse (e.g., Brüggemann et al., 2020; Scheufele, 2014). The politicization of science in media coverage is mainly analyzed regarding science and health communication, with public debates on climate change and COVID-19 being prominent examples (e.g., Hart et al., 2020; Post & Ramirez, 2018).
References/Combination with other methods of data collection
To identify trends in the politicization of science, the media coverage is often analyzed through content analysis. Mixed-methods approaches have not yet been used; however, Alinejad and Honari (2024) focus on the online politicization of science on Twitter in a quantitative-qualitative approach, and there are survey experiments that test the effects of the politicization of science and ways to counteract it (e.g., Bolsen & Druckman, 2015).
Example studies
Depending on how the politicization of science is understood, various studies examine distinct aspects of the politicization of science in media coverage: Chinn et al., 2020; Hart et al., 2020; Leidecker-Sandmann & Lehmkuhl, 2022; Schmidt, 2023. Brück et al. (2024) offer a holistic concept of multiple indicators of the politicization of science that is applied to media coverage.
Information on Schmidt (2023)
Author: Hans Schmidt
Research question: What differences in politicization existed between COVID-19 and other pandemic reporting? (RQ1)
Object of analysis: The study analyzed a sample of 1,196 news articles from the New York Times and the Washington Post covering key pandemic periods in the 20th and 21st centuries. For 2020 and 2009–2010, due to the extensive volume of content, articles were selected based on one constructed week per month.
Time frame of analysis: January 1918–December 1919; February 1957–December 1958; September 1968–April 2009; December 1970–April 2010; January 2020–June 2020 (the first 6 months of the COVID-19 pandemic).
Information about Variables
Variables: The politicization of pandemic-related reporting was examined by four measures: (a) political angle, (b) mentions of political actors, (c) quotes from political actors, and (d) story origin.
Level of analysis: news article
Variables and values: see Table 1
Table 1: Variables and values (Schmidt, 2023).
Variables
Description
Political angle
The variable investigates, “if a political perspective or angle (involving policy, implications, analysis, or strategy) was addressed” (p. 35).
Mentions of political actors
The variable investigates “the number of times political actors were mentioned (…) in each news report” (p. 35).
Quotes from (political) actors
The variable investigates “the number of times political actors (…) quoted in each news report” (p. 35). In addition, quotes from other actors were also measured, such as “public health officials, individual health care professionals, representatives of health care institutions, researchers, business spokespersons or analysts, health-related NGOs, civil society and movement groups, alternative practitioners, ordinary people/patients, others” (p. 36).
Story origin
The variable investigates, “if the story originated with the activities of a political actor” (p. 35). These include actions or statements of political actors, government agencies, health care institutions, researchers, international agencies, nongovernmental organizations (NGOs) or “businesses, breaking news, research publications, legal hearings, court judgments, other/undetermined” (p. 36).
Reliability: “Coding was conducted by the lead researcher and an assistant, a communications undergraduate student who had been trained by the lead researcher. To ensure intercoder reliability, both individuals coded 96 overlapping articles, accounting for 8.0% of the sample of COVID-19 pandemic-related articles. Analysis of nominal/categorical data showed a 94.8% agreement between coders, which is considered acceptable (Lombard et al., 2010), and a Cohen’s Kappa test also indicated a strong level of agreement between coders, κ = .883 (p < .001) (McHugh, 2012)” (p. 36).
Codebook: n.a. (see Schmidt, 2023, p. 35–36)
Information on Brück et al. (2024)
Authors: Janise Brück, Julia Serong, & Lars Guenther
Research question: The overall question of this research project was: How can the politicization of science in and through media coverage be theoretically conceptualized and empirically operationalized? In a pilot study, the theoretical concept was partially tested regarding the politicization of science in media coverage by asking: To what extent has science been politicized in German COVID-19 media coverage?
Object of analysis: The pilot study analyzes 262 science-related (online) media articles about the COVID-19 pandemic from German (online) journalistic quality media (Frankfurter Allgemeine Zeitung, Süddeutsche Zeitung, Die Zeit). The articles were systematically collected as an artificial week in two time periods.
Time frame of analysis: Two periods in the first and second pandemic wave in 2020 in Germany (t1: March 2nd–April 19th; t2: August 17th–October 4th).
Information about Variables
Variables: The politicization of science in media coverage was measured using three overarching indicators: (a) the thematic blurring of politics and science, (b) the (politicized) actor structure in the public (media) discourse, and (c) politicized news values in (science) reporting.
Level of analysis: news article
Variables and values: see Table 2
Table 2. Variables and values (Brück et al., 2024).
Indicator
Description
Variables
Value
Thematic blurring of politics and science
It deals with the presence of one or more (opposing) political angles/ perspectives, story origin (see Schmidt, 2023), as well as (political/ scientific) dependencies due to the exchange of political (e.g., political commissions and funding) or scientific resources (e.g., policy advice).
Presence of political perspective(s)
0 = not identifiable
1 = one political perspective
2 = different political perspectives (controversy)
Presence of (political) story origin
0 = not identifiable
1 = scientific origin
2 = scientific and political origins
3 = political origin
Presence of dependencies between science and politics
- political resources
- scientific resources
0 = not present
1 = present
Politicized actor structure
It deals with the presence of political and scientific actors as well as scientific administration, based on the distinction between mentions and citations.
Mentions/ citations of political actors
0 = not present
1 = mention
2 = citation
Mentions/ citations of scientific actors
Mentions/ citations of scientific administrations
Politicized news values
Due to the pilot study approach, this indicator is assessed solely on the emphasis on science-related uncertainty. Previous research has identified this as the most prominent indicator, focusing on how media coverage either downplays, highlights or accurately conveys (un)certainty in scientific contexts (Guenther, 2014). The variables capture the presence of different types of science-related uncertainty (Gustafson & Rice, 2020).
Emphasis on
different types of science-related uncertainty:
- deficient
- technical
- consensus
- scientific
0 = not present
1= emphasis without political (de)legitimization
2 = emphasis with political (de)legitimization
Reliability: Since only one coder was involved in the final coding, 44 randomly selected articles (about 15 % of the original sample) were coded twice – at the beginning and halfway through the coding phase – to test the codebook. The intracoder reliability was satisfying for all variables included in the analysis (Holsti’s CR: > .81; Krippendorff’s α: > .72).
Codebook: in the appendix (in German; for the original version, see Brück, 2024)
References
Alinejad, D., & Honari, A. (2024). Online politicizations of science: Contestation versus denialism at the convergence between COVID-19 and climate science on Twitter. Public Understanding of Science, 33(4), 396–413. https://doi.org/10.1177/09636625231216054
Bolsen, T., & Druckman, J. N. (2015). Counteracting the Politicization of Science. Journal of Communication, 65(5), 745–769. https://doi.org/10.1111/jcom.12171
Brück, J. (2024). Politicization of Science in German COVID-19 Media Coverage. https://doi.org/10.17605/OSF.IO/83XKY
Brück, J., Serong, J., & Guenther, L. (2024). Politicization of science in German COVID-19 media coverage: Theoretical conceptualization and empirical evidence. 8th Annual Conference of the Science Communication Division of the German Communication Association. Zurich, June.
Brüggemann, M., Lörcher, I., & Walter, S. (2020). Post-normal science communication: exploring the blurring boundaries of science and journalism. Journal of Science Communication, 19(03), Article A02, 1–22. https://doi.org/10.22323/2.19030202
Chinn, S., Hart, P. S., & Soroka, S. (2020). Politicization and Polarization in Climate Change News Content, 1985-2017. Science Communication, 42(1), 112–129. https://doi.org/10.1177/1075547019900290
Guenther, L. (2014). The coverage of (un)certainty: Science journalists’ perceptions and reporting on scientific evidence [Doctoral dissertation, Friedrich Schiller University Jena].
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Habermas, J. (1987). Toward a Rational Society. Beacon Press.
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Leidecker-Sandmann, M., & Lehmkuhl, M. (2022). Politisierung oder Aufklärung? Analysen der Akteur:innen- und Aussagenstruktur in medialen Diskursen über gesundheitliche Risikophänomene und die Rolle wissenschaftlicher Expert:innen. SCM Studies in Communication and Media, 11(3), 337–393. https://doi.org/10.5771/2192-4007-2022-3-337
Luhmann, N. (1995). Social Systems. Stanford University Press.
Post, S., & Ramirez, N. (2018). Politicized Science Communication: Predicting Scientists’ Acceptance of Overstatements by Their Knowledge Certainty, Media Perceptions, and Presumed Media Effects. Journalism & Mass Communication Quarterly, 95(4), 1150–1170. https://doi.org/10.1177/1077699018769668
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Marketing legal services to medium-sized companies
No full textThis thesis examines marketing and buying of legal services in the context of medium-sized companies from theoretical and empirical perspectives. The theoretical foundations for the market of legal services are laid by studying the particularities of services and their intrinsic challenges for marketing. Different ways to segment the legal market are examined, including client-led segmentation, which includes segmentation by client size, such as medium-sized companies. After studying the theoretical foundations of legal marketing, this thesis examines forces in the macro- and micro-environment responsible for driving or hindering the development of strategic marketing initiatives in law firms. Taking the standpoint of medium-sized companies as corporate buyers of legal services, the thesis also examines purchasing behaviour in the different stages of the organisational buying process. The empirical research considers both marketing and buying perspectives. Managing partners and marketing directors were interviewed regarding marketing in their organisations. The interviews covered such matters as marketing organisation, marketing information, policies, as well as strategies and tactics. Mirroring the literature review, the purchasing behaviour of decision-makers in medium-sized companies was also studied empirically
Sixteen “creeds” at the Fin de Siècle: transitioning to new pedagogical directions
No full text(2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University. Her research is funded by the Social Sciences and Humanities Research Council of Canada. She is a Fellow of the Royal Society of Canada in the Humanities and Social Sciences. She received the 2018 George Edward Clerk Award from the Canadian Catholic Historical Association, the 2017 Toronto Dominion Bank Award as one of the Top Ten Most Influential Hispanic Canadians, and the 2022 Distinguished Historian Award from the Triennial on the History of Women Religious, 26–29 June 2022, at the University of Notre Dame’s Cushwa Center. Email: [email protected] | ORCID iD: https://orcid.org/0000-0002-3218-1227
Referencias bibliográficas:
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• One of these writings was the soon-to-be famous John Dewey, “My Pedagogic Creed,” The School Journal 54, no. 3 (1897): 77–80.
• The School Journal also included creeds written by Francis W. Parker, director of the Cook County Normal School of Chicago; Canadian James L. Hughes, public schools inspector in Toronto; Richard G. Boone, president of the State Normal College of Ypsilanti; Louis H. Jones, superintendent of public schools in Cleveland; Levi Seeley, professor of pedagogy at the State Normal School at Trenton; Edward W. Scripture, director of the Laboratory of Psychology at Yale University; R. Heber Holbrook, principal of a Pittsburgh high school; William N. Hailmann, superintendent of Indian schools between 1894 and 1897 and, at the time of publication, school superintendent in Dayton; Earl Barnes, professor of education at Stanford University; Patterson DuBois, author of well-known works on children and on religious culture; Burke A. Hinsdale, professor of pedagogy at the University of Michigan; T. G. Rooper, H.M. inspector of schools in Great Britain; John S. Clark, professor of arts education and biographer of John Fiske; Henry Sabin, school superintendent in Des Moines; and William T. Harris, Education Commissioner in the United States. Ossian Herbert Lang, ed., Educational Creeds of the Nineteenth Century (New York: E. L. Kellogg & Co., 1898), compiles 15 of the creeds (not including Sabin’s) and contains other pieces, including the speech “A Bit of a Creed,” delivered by James P. Haney, director of manual training in Manhattan, at the meeting of the New York State Art Teachers Association in March 1898; a revision of a somewhat summarized version of the codes published by George P. Brown in The Public School Journal that he edited; and fragments from Pestalozzi, Froebel, Diesterweg, Herbart, and Beneke with some analysis.
• Eric Hobsbawm, The Age of Empire, 1875–1914 (London: Abacus, 2012), 56.
• 4. Ibid., 57.
• Faith Jaycox, The Progressive Era (New York: Facts on File, 2005), 13.
• For an interpretation of the curricular debate, see Herbart Kliebard, The Struggle for the American Curriculum, 1893–1958 (New York: Routledge, 1992).
• Shelton Stromquist, Re-inventing “The People”: The Progressive Movement, the Class Problem, and the Origins of Modern Liberalism (Champaign: University of Illinois Press, 2006), 5;
• Thomas C. Leonard, Illiberal Reformers: Race, Eugenics and American Economics in the Progressive Era (Princeton, NJ: Princeton University Press, 2016), 4.
• Jaycox, Progressive Era, vii, 93.
• Herbert Welsh, “The Position of Superintendent of Indian Schools Threatened: A Serious Danger to Be Averted” (Philadelphia: Indian Rights Association, 1894).
• Tom Pessah, “Violent Representations: Hostile Indians and Civilized Wars in Nineteenth-Century USA,” Ethnic and Racial Studies 37, no. 9 (2014): 1628–1645, here 1628, https://doi.org/10.1080/01419870.2013.767918.
• David Armitage, “From Colonial History to Postcolonial History: A Turn Too Far?” William and Mary Quarterly, 64, no. 2 (2007): 251–254, http://www.jstor.org/stable/4491616.
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• 13. Ibid., 420, citing Wilson Jeremiah Moses, Afrotopia: The Roots of African American Popular History (Cambridge: Cambridge University Press, 1998), 229.
• See Charles Mills, The Racial Contract (Ithaca, NY: Cornell University Press, 2014).
• Stromquist, Re-inventing “The People,” 6.
• Peter J. Bowler, “Darwinism and Modernism: Genetics, Palaeontology, and the Challenge to Progressionism, 1880–1930,” in Modernist Impulses in the Human Sciences 1870–1930, ed. Dorothy Ross (Baltimore: Johns Hopkins University Press, 1994), 236–54, here 236–37.
• Lang, Educational Creeds, iii.
• Daniel Tröhler, “The Pragmatist Response to the Perils of Metropolis and Modern Industry in the Late Nineteenth Century,” in Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey’s Understanding of Democracy and Education, ed. Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler (Kingston: McGill-Queen’s University Press, 2010), 17– 43; see also
• Daniel Tröhler, “The ‘Kingdom of God on Earth’ and Early Chicago Pragmatism,” Educational Theory 56, no. 1 (2006): 89–105, https://doi.org/10.1111/j.1741-5446.2006.00005.x.
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• Alridge, “Of Victorianism”; Jarvis R. Givens and Ashley Ison, “Toward New Beginnings: A Review of Native, White, and Black American Education Throug the 19th Century,” Review of Educational Research 93, no. 3 (2023): 319–352, https://doi.org/10.3102/00346543221105544;
• W.E. B. Du Bois, Black Reconstruction in America: An Essay Toward a History of the Part which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880 (New York: Harcourt, Brace & Co., 1935);
• Shannon L. Eickhoff, “Anna Julia Cooper: Standing at the Intersection of History and Hope,” Educational Considerations 47, no. 2 (2021), https://doi.org/10.4148/0146-9282.2251
• Neo-Hegelianism/neo-idealism reached many educational leaders and educators through William Torrey Harris.
• Thomas D. Fallace, “Was John Dewey Ethnocentric? Reevaluating the Philosopher’s Early Views on Culture and Race,” Educational Researcher 39, no. 6 (2010): 471–77, here 475, https://www.jstor.org/stable/40793355.
• Bowler, “Darwinism and Modernism,” 242.
• Fallace, “Was John Dewey Ethnocentric?”
• James Scott Johnston, “Rival Readings of Hegel at the Fin de Siècle: The Case of William Torrey Harris and John Dewey,” History of Education 42, no. 4 (2013): 423–443, here 425, https://doi.org/10.1080/0046760X.2013.795614.
• James L. Hughes, Froebel’s Educational Laws for all Teachers (New York: D. Appleton & Co., 1897).
• James L. Hughes, “My Pedagogical Creed,” The School Journal 53, no. 12 (1896): 317–318, here 317.
• Kevin Brehony, “Transforming Theories of Childhood and Early Childhood Education: Child Study and the Empirical Assault on Froebelian Rationalism,” Paedagogica Historica 48, nos. 4–5 (2009): 585–605, esp. 591, https://doi.org/10.1080/00309230903100965.
• Kristen D. Nawrotzki, “‘Like Sending Coals to Newcastle:’ Impressions from and of the Anglo-American Kindergarten Movements,” Paedagogica Historica 43, no. 2 (2007): 223–233, https://doi.org/10.1080/00309230701248321.
• Rosa Bruno-Jofré, “The Creation of the Educational State, the Normal School and the Formation of a Polity in the Emerging ‘Age of Empire,’ 1841–1918,” in Rosa Bruno-Jofré and Joseph Stafford, The Peripatetic Journey of Teacher Preparation in Canada (Leeds: Emerald Publishing, 2020).
• Johnston, “Rival Readings,” 443.
• 31. Ibid., 430; Johnston, personal communication, 18 January 2023.
• William Torrey Harris, “My Pedagogic Creed,” The School Journal 54, no. 26 (1897): 813–15, here 813, 814. Where original quotes in this article refer only to members of the male sex the authors insert sic after the masculine noun or pronoun in the interests of adopting inclusive language.
• Johnston, “Rival Readings,” 430.
• Eric Luckey, “Kindergarten for Civilization: The Intellectual Origins of the St. Louis Public Kindergarten,” Paedagogica Historica 54, no. 6 (2018): 800–821, here 808, https://doi.org/10.1080/00309230.2018.1486443.
• Dorothy W. Hewes, “Those First Good Years of Indian Education: 1894 to 1898,” American Indian Culture and Research Journal 5, no. 2 (1981): 63–82, here 65, https://doi.org/10.17953/aicr.05.2.7464820078131676.
• Luckey, “Kindergarten,” 808.
• Harris, “My Pedagogical Creed,” 815.
• See Luckey, “Kindergarten.”
• Danuta Wloka, “Public School Kindergarten in Ontario: A Historical Perspective” (MEd diss., Queen’s University, 2020), http://hdl.handle.net/1974/27770.
• Kurt F. Leidecker, “The Education of Negroes in St. Louis, Missouri, During William Torrey Harris’ Administration,” Journal of Negro Education 10, no. 4 (1941): 643–49, here 649, https://doi.org/10.2307/2293026.
• Armitage, “From Colonial History.” Following Armitage’s lead, we consulted Caroline Elkins and Susan Pedersen, eds., Settler Colonialism in the Twentieth Century: Projects, Practices, Legacies (New York: Routledge, 2005).
• William N. Hailmann, “My Pedagogic Creed,” The School Journal 53, no. 23 (1896): 685–686, here 685.
• Friedrich Froebel, Die Menschenerziehung: die Erziehungs-, Unterrichts-and Lehrkunst, angestrebt in der allgemeinen deutschen Erziehungsanstalt in Keilhau [The education of man: The Art of education, instruction, and training, aimed at the educational institute at Keilhau], vol. 1 (Keilhau: Verlag der allgemeinen deutschen Erziehungsanstalt, 1826); Friedrich Froebel, The Education of Man, trans. William N. Hailmann (New York: Appleton, 1887).
• Hailmann, “My Pedagogic Creed,” 685.
• 45. Ibid., 686.
• Jürgen Oelkers, “Remarks on the Conceptualization of John Dewey’s Democracy and Education” (lecture delivered at the Annual John Dewey Society Symposium, American Education Research Association Annual Meeting, Montreal, Canada, 11 April 2005).
• Hailmann, “My Pedagogic Creed,” 686.
• Oelkers, “Remarks.”
• The Herbart Society was founded by Charles De Garmo upon his return from Germany in 1881. Many of the writers of the creeds including Dewey and Harris were at the time members of the Society. See Andrea English, Discontinuity in Learning: Dewey, Herbart and Education as Transformation (Cambridge: Cambridge University Press, 2013).
• Hewes, “Those First Good Years,” 63.
• Hailmann, “My Pedagogic Creed,” 686.
• Hewes, “Those First Good Years,” 70, 71, 74.
• William N. Hailmann, Report of the Superintendent of Indian Schools, 1895 (Washington, DC: Government Printing Office, 1895), 6.
• Nelson Maldonado-Torres, “On the Coloniality of Being: Contributions to the Development of a Concept,” Cultural Studies 21, nos. 2–3 (2007): 240–270, https://doi.org/10.1080/09502380601162548.
• Levi Seeley, The American Public School System and Its Needs from the Standpoint of German Pedagogics (Leipzig: Metzger & Wittig, 1887) (Seeley’s dissertation to obtain a Doctorate of Philosophy from the University of Leipzig);
• Levi Seeley, The Common-School System of Germany and Its Lessons to America (New York: E. L. Kellogg & Co., 1896).
• Seeley, American Public School System, 3.
• Levi Seeley, “My Pedagogic Creed,” The School Journal 53, no. 19: 525–26, here 526.
• 58. Ibid., 525.
• Seeley, Common-School System, 16.
• Seeley, “My Pedagogic Creed,” 526.
• Patterson DuBois, Beckoning from Little Hands: Eight Studies in Child-Life (Philadelphia: John D. Wattles, 1893);
• Patterson DuBois, The Point of Contact in Teaching (New York: Dodd, Mead & Co., 1896).
• Patterson DuBois, “My Pedagogic Creed,” The School Journal 54, no. 7 (1897): 205–206, here 205.
• Patterson DuBois, The Point of Contact in Teaching, 2nd ed. (London: Sunday School Union, 1907), 131.
• DuBois, “My Pedagogic Creed,” 205–206.
• See Rosa Bruno-Jofré, “To Those in ‘Heathen Darkness’: Deweyan Democracy and Education in the American Interdenominational Configuration—The Case of the Committee on Cooperation in Latin America,” in Bruno-Jofré et al., Democracy and the Intersection, 131–170.
• R. Heber Holbrook, “My Educational Creed,” The School Journal 53, no. 22 (1896): 661–662, here 661.
• 67. Ibid., 662.
• The School Journal 53, no. 22 (1896): 662.
• T. G. Rooper, “My Educational Creed,” The School Journal 54, no. 11 (1897): 322–328, here 324.
• 70. Ibid., 328.
• Richard G. Boone, “My Pedagogic Creed,” The School Journal 53, no. 14 (1896): 381;
• “The Pedagogical Creed of Richard G. Boone,” in Lang, Educational Creeds, 78–81, here 78.
• Richard G. Boone, Science of Education (New York: Charles Scriber’s Sons, 1904), 389.
• 73. Ibid., 387 (citing Alfred Fouillée, Education from a National Standpoint, trans. and ed. William J. Greenstreet (London: E. Arnold, 1892), 110).
• 74. Ibid., 388.
• 75. Ibid., 13.
• Col. Francis W. Parker, “My Pedagogic Creed,” The School Journal 53, no. 8 (1896): 189.
• Lawrence A. Cremin, The Transformation of the School (New York: Knopf, 1962), 129.
• Gregory S. Johnson, “Francis Wayland Parker: An Historical Study of the Influences on His Philosophy of Education as It Relates to Language Arts” (PhD Diss., University of the Pacific, 1973), https://scholarlycommons.pacific.edu/uop_etds/1820.
• Parker, “My Pedagogic Creed,” 189.
• Jesse Raber, Progressivism’s Aesthetic Education. The Bildungroman and the American School, 1890–1920 (London: Palgrave Macmillan, 2018), 66; see also
• Harold B. Dunkel, Herbart and Education (Toronto: Random House, 1969), 51–58.
• Parker, “My Pedagogic Creed,” 189.
• L. H. Jones, “My Pedagogic Creed,” The School Journal 53, no. 17 (1896): 461–462.
• Earl Barnes, “My Pedagogic Creed,” The School Journal 54, no. 2 (1897): 53.
• Earl Barnes, “Woman’s Place in the New Civilization,” The Annals of the American Academy of Political and Social Science 56, no. 1 (1914): 9–17.
• Mary Sheldon Barnes and Early Barnes, Studies in American History (Boston: D. C. Heath & Co., 1898), 383.
• Henry Sabin, “My Educational Creed,” The School Journal 54, no. 18 (1897): 529– 530, here 529.
• Carroll Engelhardt, “Henry Sabin (1829–1918): ‘The Aristocracy of Character’ and Educational Leadership in Iowa,” The Annals of Iowa 48, no. 7 (1987): 388– 412, here 389, https://doi.org/10.17077/0003-4827.9194.
• Burke Aaron Hinsdale, “My Shorter Pedagogical Creed,” The School Journal 54, no. 9 (1897): 261–262, here 261, 262.
• Raber, Progressivism’s Aesthetic Education, 67.
• Edward Wheeler Scripture, “My Pedagogic Creed,” The School Journal 53, no. 21 (1896): 621–623. Scripture wrote several books, including The Problem of Psychology (London: Williams & Norgate, 1891); Thinking, Feeling, Doing (Meadville, PA: Flood & Vincent, 1895); Elements of Experimental Phonetics (New York: Charles Scribner’s Sons, 1902); Researches in Experimental Phonetics: The Study of Speech Curves (Washington, DC: Carnegie Institution, 1906).
• Daniel Tröhler, The Languages of Education, Protestant Legacies, National Identities, and Global Aspirations (London: Routledge, 2011), 136.
• Scripture, “My Pedagogic Creed,” 621, 622, 623.
• Dewey, “My Pedagogic Creed,” 77.
• John Dewey, “Interpretation of the Culture-Epoch Theory,” The Public School Journal 15, no. 5 (1896): 233–236, here 233. According to Thomas Fallace, “Repeating the Race Experience: John Dewey and the History Curriculum at the University of Chicago Laboratory School,” Curriculum Inquiry 39, no. 3 (2009): 381–405, the theory of recapitulation provided the foundation for the history curriculum at the Laboratory School. He also conceptualized Dewey—for whom transcendental laws did not exist, as he saw progress as dependent upon human invention and creativity—as a pragmatic historicist during his time at the University of Chicago.
• Johnston, “Rival Readings,” 443.
• Dewey, “My Pedagogic Creed,” 77.
• Gert Biesta, “‘Of All Affairs, Communication Is the Most Wonderful’: The Communicative Turn in Dewey’s Democracy and Education,” in John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education, ed. David Hansen (New York: State University of New York Press, 2006), 23– 38, here 29.
• Dewey, “My Pedagogic Creed,” 78.
• 99.Ibid., 79.
• Rosa Bruno-Jofré, “Localizing Dewey’s Notions of Democracy and Education: A Journey Across Configurations in Latin America,” Journal of the History of Ideas 80, no. 3 (2019): 433–453, https://doi.org/10.1353/jhi.2019.0022.
• Dewey, “My Pedagogic Creed,” 79.
• Jerome S. Bruner, “After Dewey, What?” in Dewey on Education: Appraisals, ed. Reginald D. Archambault (New York: Random House, 1966), 211–228.
• Dewey, “My Pedagogic Creed,” 80.
• Stromquist, Re-inventing “The People.”
• Dewey, “My Pedagogic Creed,” 80.
• John Clark, “Professor Dewey’s Pedagogical Creed,” The School Journal 54, no. 12 (1897): 349–352, here 352.
• See Frans de Hovre, Essai de philosophie pédagogique [Educational philosophy essay], preface by J. Maritain (Brussels: Librairie Albert Dewit, 1927); Alberto Hurtado, Le Système pédagogique de Dewey devant les exigencies de la doctrine catholique [Dewey’s educational system faces the requirements of Catholic doctrine] (Belgium: Université de Louvain, 1935).
• R. Heber Holbrook, “Dr. Dewey’s Pedagogical Creed,” The School Journal 54, no. 15 (1897): 454–455, here 454.
• Rosa Bruno-Jofré, “Church, Religion and Morality,” in A Cultural History of Education in the Modern Age, ed. Judith Hartford and Thomas O’Donoghue (London: Bloomsbury, 2020), 13–35;
• Rosa Bruno-Jofré, The Missionary Oblate Sisters: Vision and Mission (Montreal: McGill-Queen’s University Press, 2005).
• Johnston, “Rival Readings.”
• Oelkers, “Remarks.”This article examines the pedagogic creeds published in New York and Chicago during 1896 and 1897 in The School Journal. The configuration of ideas framing the creeds reveals the dynamics of modernities and transatlantic crossings, mainly the ideas of Georg W. F. Hegel, Herbert Spencer, Friedrich Froebel, Johann Friedrich Herbart, and Wilhelm Wundt and their contextual adaptation. The creeds are analyzed at the interplay of evolutionism and its versions, including Lamarckianism, developments in psychology, the intersection of Protestantism, and the gendered and racial ordering of society. The child study movement and theories of recapitulation also had a presence. The creeds provide a picture of the ideas at the fin de siècle. They were aimed at reform with various agendas that included social reconstruction with a modernist civilizing agenda, segregationism, and residential/boarding schools for Indigenous children. John Dewey's more well-known and influential creed brought its own unique avenues through his embracement of pragmatism.Social Sciences and Humanities Research Council of CanadaDepto. de Estudios EducativosFac. de EducaciónTRUEpu
El fin de una era: la disputa de la gubernatura en el Estado de México en 2023
No full textEl propósito de esta investigación es revisar de manera panorámica las implicaciones de las elecciones de gobernador en el estado de México en el 2023. Las preguntas que guían el trabajo son: ¿Pudo el Partido Revolucionario Institucional (PRI) mantenerse en la gubernatura en el estado de México? ¿Qué tan competitivo fue Morena en la elección de gobernador? ¿Cuáles fueron las condiciones de la primera alternancia en la elección de gobernador mexiquense? Para responder dichas preguntas el texto se articula en varios apartados: I. Las categorías de análisis; II. Las elecciones de gobernador en contexto: 2005, 2011, 2017 y 2023. III. El contexto político-electoral; IV. La campaña electoral y V. Los resultados y la recomposición del poder. Utilizamos la herramienta de la comparación para examinar el pasado reciente y la coyuntura actual. Se consultan las fuentes de datos oficiales del Instituto Electoral del Estado de México (IEEM) y para ofrecer un panorama general se recurre a fuentes periodísticas de coyuntura en línea
