The didactics of history traditionally are assigned no role in the academic discipline of history, influencing the students, rather than the practitioners, of history. The developments of the categories of history and pedagogy in West Germany serve to illustrate the actual field of the didactics of history -questions of how one thinks of history; the role of history in human nature; and the uses to which history can be put. In the 1960s and 1970s, as part of an emerging process (...) of historical self-awareness and a concern with curricular reform, the didactics of history developed into a distinct field. Historical didacticians became more involved with the discipline of history, although they were still associated with pedagogy. Currently, four issues form the focus of the didactics of history. They are the methodology of instruction, the function of history in public life, the establishment of goals for historical education in schools, and the analysis of the nature, function, and importance of historical consciousness. The didactics of history can be defined as an investigation of historical learning, the basic question of which asks how our experience and interpretation of the past influences our understanding of the present and our conception of the future. (shrink)

It is important for teachers who work with children and teenagers to be aware of the role of media and popular culture in young people’s lives. It is a challenge to have an open and flexible approach to film, TV and other media products. Students’ real experiences have to be considered as equal in importance to the experiences and ideas of the teacher. The teacher has to help students to place their experiences in a larger perspective. In (...) this study, the didactic potentials and the use of film and media are studied in relation to the learning and teaching of English as a foreign language. Our personal experience shows that film is sometimes regarded as valuable teaching material and at other times only used for amusement or as a time-filler. The starting point for this study was, therefore, the curiosity to find out if our personal view is correct. The main questions at issue for this study are: What didactic potentials are there of film and media in English teaching? How do teachers use film and contemporary media in the classroom? How do teachers regard film and media as teaching resources? The possibilities of using media in teaching are great. It is, for example, possible to watch a movie with subtitles in English or find an interesting video-clip within seconds. However, there is no guarantee that contemporary media is being used to its fullest potential. (shrink)

The study examines the modes of representation and communication of information through illustrative teaching aids in the 19th century. It focuses primarily on the didactic wall paintings and the tradition of lectures with slides and notes, how could the experience of these types of collectively observed images influence impressions and expectations of early film audiences. Didactic images are here analyzed primarily in terms of their compositional features, but in an effort to explain how processuality penetrated into the (...) class='Hi'>didactic image of the 19th century also with regard to the aspect of time. As a result, the study calls for a reassessment of the importance of the didactic wall painting in the formation of modern visuality and observational practices of the late 19th century. (shrink)

Background: Midwifery students are confronted with several ethical dilemmas and challenging situations during clinical midwifery care practice. Since ethical competence of midwifery students is under development, it is important to support the students’ learning progress of ethical issues from diverse viewpoints. Objective: From the perspective of didactics of caring science and the context of midwifery students, to explore how midwifery students’ experience supports for ethical competence in midwifery education and investigate how ethically challenging situations have been carried out during clinical (...) midwifery care practice. Design: Qualitative, explorative and descriptive design with inductive nature. Methods: Focus group interviews with nine Swedish midwifery students. Hans-Georg Gadamer’s philosophical hermeneutics was applied to guide the interpretation. Ethical considerations: Ethical principles and scientific guidelines were followed. Informed consent was obtained from the participants. Confidentiality was respected and quotations anonymised. Results: Receiving support when ethically challenging situations occur in clinical midwifery practice is important and necessary. One main theme, such as support is a human and caring factor in the midwifery students’ Bildung process on ethical competence, and four subthemes, such as supporting through trust and responsibility; supporting through dignity and respect; supporting through truthfulness and justice; and supporting through dialogue and reflection, were created from the hermeneutical interpretation. Discussion: Teaching ethics should be carefully planned, consistent and continue throughout the midwifery education. There is dispersion in the pedagogy of ethical situations, the methods and perceptions associated with it, and in obtaining possible support for students. Developing well-experienced methods could benefit the support of midwifery students’ ethical competence when they experience ethically challenging situations in midwifery care practice. (shrink)

ABSTRACT The concepts of experience and experiential learning are of critical significance in both the study and practice of adult education. Adults are seen as uniquely characterised by their experience, experiential learning an alternative to didactic and knowledge-based modes of education. In this paper a critique is presented of the powerful discourse of the autonomous subject based on humanistic psychology which, it is argued, has shaped adult education in a misleading, inappropriate and unhelpful way. A postmodern perspective drawing on (...) Continental philosophy is utilised. The ‘situated’ subject provides a conception of subjectivity and experience which preserves a needed dimension of agency whilst avoiding psychologism and individualism. (shrink)

This paper focuses on Ernst Mach’s theory of scientific experimentation. As I shall show, Mach presents an extraordinarily wide perspective on scientific experiments, bringing together heuristic, evolutionary, historical and didactical aspects. For Mach, experimentation is not reduced to controlled testing in a laboratory. It rather describes a quite general human, and even animal, activity to explore the world. By relying on such a broad notion of experiment, however, his theory has to deal with a wide range of objections. I shall (...) analyse these objections by confronting Mach’s theory with Franz Brentano’s straightforward criticism. I shall conclude that Mach’s theory entails some unsolvable inconsistencies. These inconsistencies lead to some important questions that still pose challenges to the philosophy of scientific experimentation. (shrink)

Context: Ernst von Glasersfeld collaborated with the Italian Operational School from the early 1960s when the project on the mechanization of higher human activities began. Problem: To analyze the cognitive processes in terms of a mnemonic-attentional dynamic and to study every thought content in light of the interdependence between observer and observed. Method: The project comprised two research areas: the linguistic translation, in which von Glasersfeld participated; and the semantic analysis of words, in which I participated. The common basis was (...) the analysis of attentional dynamisms. This allowed the syntactic complexity of a sentence to be transferred to the correlational structure of the thought. The semantic analysis, especially of the observational words, was based on the attentional dynamisms used for the categorization, perception, and representation processes. Results: The analysis of visual processes led to the “constitutive structures.” These structures allowed me to establish an operative didactic based on the awareness of mental operations. Implications: The comparison between von Glasersfeld’s and my experiences revealed the equivalence of some analyses, which was due to the common presumption that the experiential units depend on the operation performed by the perceiver. (shrink)

BackgroundA special characteristic of nursing education is that professional teaching takes place in various locations. The learning locations involved (such as learning in theory, learning in clinical practice, or learning in third facilities, which are becoming increasingly popular, such as the skills lab) have an impact on and promote the development of ethical competences among prospective nursing professionals in various ways. Furthermore, it has become evident that the structural conditions that are specific to teaching and learning in nursing education programs (...) shape the organization of ethics education and the promotion of ethical competence development among nurse trainees over the course of their education.ObjectivesThe aim of this article is to discuss the following key question: What are the specific pedagogical and didactical requirements and educational frameworks that arise in view of the various learning locations in nursing education in order to facilitate ethics education and ethical competence development among prospective nursing professionals?DiscussionThis article emphasises the importance of a systematic, methodically reflected and learning-location-coordinated approach to ethics education in the field of nursing education. Moreover, it highlights the relevance of the conscious promotion of settings for ethical reflection within the process of ethical competence development in the different locations of learning. The unique quality of ethics education in nursing emerges from the professional requirements that are characteristic to nursing care and the individual experiences of trainees at the various locations of learning throughout their nursing education program. (shrink)

Thought experiments play an important epistemic, rhetorical and didactic function in Galileo’s dialogues. In some cases, Salviati, Sagredo and Simplicio agree about what would happen in an imaginary scenario and try to understand whether the predicted outcome is compatible with their respective theoretical assumptions. There are, however, also situations in which the predictions of the three interlocutors turn out to be theory-laden. Salviati, Sagredo and Simplicio not only disagree about what would happen, but they reject each other’s solutions as (...) question-begging and somtimes even dismiss each other’s thought experiments as misleading or nonsensical. (shrink)

The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking – derived from complexity theory – is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject-matter didactics is defined for the purpose of this (...) paper as a combination of general didactics and subject- matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An on-line survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book – alternatively used as inspiration – emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices in secondary level psychology in Sweden. An analysis, founded on complexity thinking – combined with a model enabling a delimitation of the scope of study – focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointing to a teacher centred nested subsystem (e.g. asymmetric relations between teachers and students), the latter pointing to student centred nested subsystems coming out of embodied knowledge (e.g. students as node) where psychological perspectives are learnt through self-reflexion, case studies and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at micro and macro level to the establishment of a new research field in psychology didactics and to indicate possible solutions. Psychologies high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character and scientific character, makes complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology. (shrink)

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning (...) experiences and their impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education. (shrink)

Background: Ethics stimulation in nursing education focuses on human, non-technical factors in a clinical reality. Simulation as a teaching method began in the 1930s with flight simulators. In the beginning of the 1990s, simulations developed further in tandem with other technological and digital inventions, including touchscreen and three-dimensional anatomical models. Medical science first used simulation as a pedagogical teaching tool. In nursing education, simulation has been used for approximately a hundred years. Teaching has mainly focused on medical-technical, patient-specific interventions and (...) their management. Objective: The objective of this study was, from a caring science didactic perspective, to deepen the understanding of ethics simulation in nursing education. Design: Qualitative design and explorative, descriptive and hermeneutic approach of an inductive character. Methods: Semi-structured face-to-face interviews in 2016–2017 with six Norwegian nursing students who were encouraged to narrate about their experiences of ethics simulation in nursing education. Ethical considerations: Informed consent was obtained from the participants. Anonymity and confidentiality regarding data material were guaranteed. Results: Interpretation of the nursing students’ narratives resulted in the following meaning units: ethical being and ethos, nursing students’ formation process, bridge-building between theory and clinical practice, and teacher and ethics simulation. Conclusion: Through ethics simulation, nursing students can obtain an increased knowledge and a sense of being able to handle difficult ethical situations. Nursing students’ values, moral actions and ethical value base offer a positive point of departure, for both theoretical and practical ethics teaching, and an awareness of the unique human being, the patient, in clinical reality. The implementation of ethics simulation needs more attention in nursing education. (shrink)

The Hannover qualifying programme ‘ethics consultation in hospitals’, conducted by a four-institution cooperation partnership, is an interdisciplinary, scientifically based programme for healthcare professionals interested in ethics consultation services and is widely acknowledged by hospital managements and healthcare professionals. It is unique concerning its content, scope and teaching format. With its basic and advanced modules it has provided training and education for 367 healthcare professionals with 570 participations since 2003 (until February 2010). One characteristic feature is its attractiveness for health professionals (...) from different backgrounds. Internationally, the Hannover programme is one of the few schedules with both academics and non-academics as target groups and a high participation rate of physicians. The concept of the Hannover programme is in great demand, and its schedule is continuously optimised through evaluation. The goals of enabling healthcare professionals from different professional backgrounds to define and reflect ethical problems, to facilitate and support the process of decision-making and to work out structures for their own institutions seem to have been achieved. However, in order to obtain effective and sustainable results, participation in the programme should be supplemented regularly by in-house training sessions or individual expert consultations. Future challenges include new thematic courses and providing a network for former participants, especially when they come from non-academic hospitals. The network is a reasonable platform to discuss participants' experiences, successes and pitfalls. A further task will be research on how the programme's concept can support the sustainability of ethics structures in the various institutions. (shrink)

Gender issues are still under debate in Latin American societies, especially in the educational sphere; for this reason, the objective of the research was to know the experiences of high school teachers regarding gender issues in the classroom and during their university education. The research was qualitative, phenomenological and 22 teachers participated voluntarily. Unanimity was not found in the use of terms related to gender; most of the participants have been adapting their didactic strategies to give the same (...) opportunities to all their students; in addition, the role of the family in the formation of adolescents and in the construction of stereotypes is recognized. Finally, a lack in gender issues was evidenced in the educational proposal of teacher training centers. According to the above, there is still a long way to go in terms of gender issues in education and teacher training. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Experience or Interpretation:"What You See Is Not What You Read"Klaus OttmannMuseums of modern and contemporary art are growing at an unprecedented rate. New museums are being founded and existing ones are expanding exhibition spaces and acquiring more and more works of art. Concurrently, cultural institutions compete with a growing number of art fairs, biennials, galleries, and public collection spaces.Since the 1980s the focus of museums increasingly has been on (...) education and interpretation, which among other things has created a boom for audio guides and scholarly exhibition catalogs at the expense of the unmediated experience of works of art. Perhaps what is needed are exhibitions that present art again primarily as "experience," with minimal curatorial and didactic intervention. [End Page 13]I have borrowed the title of my essay from a lecture that was given by Nicolas Serota, the director of the Tate galleries in London, in 1996. His lecture was subtitled "The Dilemma of Museums of Modern Art."But the question of the presentation of art, and specifically, that of experience vs. interpretation, by no means originated in the last decades. It is at least as old a question as modern art itself, going as far back as the nineteenth-century French intellectual dispute on the museum between the poet Paul Valéry and the novelist Marcel Proust, as recounted with a sympathetic voice by the German philosopher and cultural critic Theodor Adorno in a short essay with the minimalist title "Valéry Proust Museum."There is much to be learned from reading this small text. Paul Valéry criticized the museum of his time (the Louvre) for creating confusion in the mind of the spectator by reducing the experience to the level of information only. No one would want to listen to ten orchestras at once, he argued, yet we are forced to apprehend, at the same moment, a seascape, a portrait, and a still-life, or worse, painting styles completely incompatible with each other. He warned that excess of information would lead to impoverishment of the senses, as art was becoming a matter of education. Valéry's view could be regarded as the conservative position.Marcel Proust's view was more modernist: he regarded the museum as the best place to view art. Devoid of décor and other commonplace distractions, its galleries symbolized for him the inner spaces into which the artist withdraws to create works of art.Both Valéry and Proust emphasized that art should be enjoyed. But while for Valéry art lost its vitality in the museum and effectively "died," Proust saw an afterlife of art in the museum and in the subjective stream of consciousness of the viewer.For Adorno, both views were too one-sided and extreme. Valéry's absolute unwavering contemplation of pure art takes the risk of neutralization, unless the work can point beyond itself toward a social context. Thus, a work of art is neither an embodiment of a Platonic idea, as Valéry believed, nor is it exclusively a reflection of the soul, as Proust understood it. Rather, in Adorno's view, art is a "force field" between the art and the viewer, both passive and active.In his 1931 lectures on "Art as Experience," the American philosopher John Dewey said:The trouble with existing theories [of art] is that they start from ready-made compartmentalization, or from a conception of art that "spiritualizes" it out of connection with the objects of concrete experience. The alternative, however, to such spiritualization is not a degrading... materialization of works of fine art, but a conception that discloses the way in which these works idealize qualities found in common experience.1 [End Page 14]In my book The Genius Decision: The Extraordinary and the Postmodern Condition, I describe the creative act as an active-passive leap that the artist is impelled to make and the viewer is challenged to repeat.Wittgenstein often spoke about the inexpressible, that which is beyond the limits of language. He called it "running against the boundaries of language." It is something any poet, musician, or painter is familiar with; they all run against boundaries of language, sound, or color... (shrink)

In the years 1878 and 1879 the American physicist Alfred Marshall Mayer published his experiments with floating magnets as a didactic illustration of molecular actions and forms. A number of physicists made use of this analogy of molecular structure. For William Thomson they were a mechanical illustration of the kinetic equilibrium of groups of columnar vortices revolving in circles round their common centre of gravity . A number of modifications of Mayer's experiments were described, which gave configurations which were (...) more or less analogous to Mayer's arrangements. It was Joseph John Thomson who, in publications between 1897 and 1907, used Mayer's results to obtain a good deal of insight into the general laws which govern the configuration of the electrons in his atomic model. This article is mainly concerned with Mayer's experiments with floating magnets and their use by a number of physicists. Through his experiments Mayer made a significant, although small, contribution to the theory of atomic structure. (shrink)

So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels for each unit, (...) based on an existing rubric to analyse students’ self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience and Teaching Experience in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools. (shrink)

One of the arguments that has been directed against the Buddhist anātman (“non-self”) theory, by Dan Zahavi among others, is that the doctrine cannot account for why we never mistake our own bodies for the bodies of others. This is not, however, a new objection; it can be found, for example, in a list of objections to the anātman doctrine in the Dazhidulun (“Treatise on the Great Perfection of Wisdom”), a medieval compendium attributed to Nāgārjuna and compiled and translated (and (...) perhaps partially authored) by Kumārajīva in the early fifth century. The text offers several responses to this objection, the most interesting of which is the claim that there is indeed an instance of a person experiencing himself as another. We then hear the tale of a young man who went through a “body transplant”—his body is replaced, piece by piece, with that of a corpse. In my chapter, I analyze this amusing but nonetheless illuminating narrative, showing how the story is a classic example of a medieval Buddhist “thought experiment” (Gedankenspiel), which was freely altered by Buddhist authors as it was deployed in different doctrinal/philosophical contexts. I conclude with some reflections on how our approach to such didactic tales affects our understanding and appreciation of Buddhist philosophy writ large. (shrink)

In a society where mobility, globalization and contact with people from other cultures have become its basic descriptors, the enhancement of plurilingualism and intercultural understanding seem to be of the utmost concern. From a Positive Psychology Perspective, agency is the human capacity to affect other people positively or negatively through their actions. This agentic vision can be related to mediation, a concept rooted in the socio-cultural learning theory where social interaction is considered a fundamental cornerstone in the development of cognition. (...) Social interactions in the language learning setting may be facilitated through musical activities due to its social bonding effect. This paper tries to offer insights on how a musical-mediated experience in language learning may develop students’ interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered as a paradigm shift in the foreign language classroom and the different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the CEFR Companion Volume and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences imply a socioemotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a musical-mediated language learning experience was designed and implemented in the classroom. A self assessment scale with mediation descriptors and the socioemotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, of their capacity for collaborating and team working. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills, more concretely with their expressivity. The implementation of a musical-mediated experience also promoted tolerance and enhanced learners’ intrinsic motivation for language learning at the same time as they acknowledged their diversity. (shrink)

The purpose of this study is to explore the emotional dimension of the student-teachers’ experiences, which is marked by anxiety. This study is based on a combination of a phenomenological informed theoretical framework and a phenomenographic approach. The empirical material refers to in-depth interviews with student-teachers. Through an abductive analysis of the material, anxiety experiences appeared to be a significant matter in the student teachers’ emotional life. Our study showed that anxiety in different variations to a large extent (...) characterized the emotional dimension of the student teachers’ experiences. The variations were expressed through three overarching categories of anxiety. The first category of anxiety is about losing one’s dignity, the second about not being recognized as a person, and the third about doing something very wrong. To operationalize the purpose of this study, we will discuss the importance of considering anxiety experiences as a didactical content component in teacher education. (shrink)

The importance of the topic of the article lies in the fact that in the era of postmodernism, informatization of the elementary school allows you to improve the quality of the educational process, through the use of information and communication technologies (ICT) to simplify management of the educational process, to organize the exchange of teaching experience, to expand didactic capabilities of the lesson. The purpose of the article is the need to study and justify the importance of using new (...) ICT in primary school lessons, to expand the experience of e-learning in primary school. The article expands the concept of information and communication technologies and their benefits in primary school; given the rationale for conducting a lesson using ICT; the experience of e-learning in the primary school of the postmodern era is characterized. Thus, one of the priorities of the development of education in postmodern society is the professional application in all areas of information technology and e-learning, which can increase the interest of present students and improve the ability to adapt to current electronic information society. The formation of knowledge and skills in the field of computer literacy of teachers and students will be an indicator of compliance of its level with current requirements. (shrink)

In this paper, I discuss the effects of using thought experiments for the purpose of conceptual clarification on students’ hermeneutical abilities. On the one hand, by providing opportunities to explore the scope of normatively loaded concepts, thought experiments can effectively help students to interpret their social and moral reality more adequately, which in some cases might even help to reduce existing hermeneutical injustices. On the other hand, given their notorious susceptibility to distorting factors that are philosophically irrelevant, they can also (...) push students into accepting idiosyncratic intuitions that they don’t really share and thereby further impair their hermeneutical abilities. After setting out this dilemma in more detail, I will propose various strategies for facilitating the safe use of thought experiments that instructors can use to effectively exploit the empowering potential of thought experiments. (shrink)

An experiment teacher of elementary school try te become an educational adviser. He accepts the collaboration with the researchers, the first one in didactics of history and the second in professional didactics, to get success with examination necessary to become an educational adviser. The didactic experiment concerns an historical debate with pupils to orient them in an historic investigation from an engraving dating from 1787. The analyse shows that the didactic experiment was abandoned for the benefit of institutional (...) prescriptions in which this teacher aims to conforms, its principles of actions and the significantly associations with his future job. It’s in contradiction with the sens of the activity proposed by the researcher in didactics of history. Our longitudinal analysis concerns, first, the teacher analyses the activity of a beginner, second, the experimentation of the debate in his classroom and finally his theorization about the driving of this type of debate in a document required in the examination. (shrink)

Actualmente vivimos en una sociedad intensamente visual, sin embargo, desde las Ciencias Sociales se desprecia la imagen como herramienta didáctica y de investigación, quedando la misma relegada al mundo de las artes. Con esta cuestión de fondo, se quiere mostrar la experiencia del estudiantado de las asignaturas: Sociedad, Familia y Educación, y, Sociología de la Educación (de la Universidad de Almería), tras la utilización de la fotografía y el cortometraje social como instrumentos didácticos complementarios a la investigación. Así, se mostraran (...) las experiencias formativas de estos alumnos tras la utilización de estos recursos en sus proyectos. (shrink)

Fundamentación: la educación integral del estudiante de Medicina incluye el desarrollo de las habilidades comunicativas y lingüísticas en idioma Inglés, que le posibiliten mantenerse informado y comunicarse en medios anglófonos. La prensa escrita es un medio de información que permite que los estudiantes reflexionen, valoren, interpreten y se comuniquen. Objetivo: Contribuir al desarrollo de las habilidades lingüísticas y comunicativas con la prensa escrita en clases de inglés. Método: Se realizó un estudio pre-experimental que consistió en elaborar ejercicios a partir de (...) la utilización de artículos de la prensa escrita relacionados con medicina y salud pública, como medios de enseñanza. El estudio se realizó con 40 estudiantes del quinto año de Medicina y 15 profesionales matriculados en un curso de posgrado de la Facultad de Ciencias Médicas de Mayabeque. Resultados: La información sobre aspectos de medicina y salud pública publicados en la prensa y los hábitos de lectura de la prensa de los estudiantes del quinto año era baja antes de la intervención y después de la puesta en práctica de la experiencia mejoró significativamente. Los resultados de los cuatro cortes evaluativos muestran la eficacia de la experiencia, por cuanto el desarrollo de las habilidades se comportó de manera ascendente. Conclusiones: Este sistema de trabajo facilitó la motivación de las clases, se desarrollaron habilidades lingüísticas y comunicativas y sirvió de base para fomentar el trabajo educativo, aumentó el vocabulario general y técnico de los estudiantes. Foundation: the medical students’ integral education includes the development of linguistic and communicative abilities in the English language, in such a way, they have the possibility to be informed and communicate properly in English-speaking contexts. The printing press is a means of information which allows them to reflect, valuate interpretate and communicate properly. Objective: to contribute to the development of linguistic and communicative abilities with the printing press in the English lessons Method: it was carried out a pre-experimental study which consisted in the elaboration of exercises related to the content of medical articles taken from the printing press. The study was carried out with 40 5th year medical students and 15 health professionals registered for a post graduated course of English in the Faculty of medicine from Mayabeque. Results: the information concerning medicine and public health published in the printing press and the 5th year medical students reading habits before putting into practice the didactic experience were low. Meanwhile, it improved considerably after its implementation. The results of the four evaluative breaks show the effectiveness of the didactic experience. The development of reading abilities was increased. Conclusions: this system of work facilitated motivation during the learning activities, linguistic and communicative abilities were developed considerably; it served as a base to promote educative work, and to increase the students general and technical vocabulary. (shrink)

Both postphenomenology and critical constructivism are central paradigms used as philosophies and theoretical resources at the Master’s program in Techno-Anthropology at Aalborg University. In the fall of 2018 a didactical experiment was set up as Techno-Anthropology Master’s students were introduced to postphenomenology and critical constructivism and asked to compare these two theoretical positions. This comparative assignment and following class discussions between students, a guest lecturer and teachers is the point of departure for this paper. First, the paper introduces Techno-Anthropology with (...) a special focus on the roles of postphenomenology and critical constructivism in the Master’s program. The next part of the paper zooms in on how these two philosophical positions were presented to the students. The third part analyzes students’ comparisons of postphenomenology and critical constructivism. On that basis, the author identifies similarities and differences between the two positions and discusses how the two positions can complement each other in a unified Techno-Anthropological research strategy. (shrink)

Is it Possible to Experiment with Thought? Ernst Mach’s Notion of Thought Experiment and its Pedagogical Context around 1900. The article tries to establish the crucial importance of the pedagogical dimension of Ernst Mach’s ideas on experimenting with thought. The focus on contemporary pedagogics demonstrates, first, that Mach’s didactic approach to physics is part of a much broader stream of pedagogical writings that transcends national and disciplinary borders and comprises a diversity of authors, e.g. Wilhelm Jerusalem, William James or (...) Alfred N. Whitehead; second, that the much‐heralded controversy between Mach and the French philosopher of science Pierre Duhem about thought experiments does not only revolve around epistemological issues but rather stems from their antagonist vision of teaching physics; and finally, third, that G. Stanley Hall’s psychogenetic theory of pedagogics bears a strong resemblance with the evolutionary naturalism of Machian epistemology and helps explaining key tenets of Mach’s conception of thought experiment. By establishing a broad convergence between the work of all these authors despite their different academic upbringing, background and nationality the article argues for a complex and historically fine‐grained vision of the relations between natural, social and human sciences going beyond dichotomies like ‘Erklären’ and ‘Verstehen’ or the ‘Two Cultures’. (shrink)

The paper addresses academic adultcentrism from the perspective of the pre-service instruction and practice of philosophy teachers, based on the experience we have gained while leading a Didactic of Philosophy seminar for a Philosophy and Letters academic program where students are engaged in the designing, implementation and evaluation of academic material and class performance for K-12 schools. After giving a brief presentation of the context in which philosophy teaching takes place, and a description of the logic and horizon that (...) set the basis of our seminar, we define and discuss four particular ways in which adultcentrism permeates the preparation and performance of philosophy classes for classrooms with students ranging from 8 to 15 years old: cognitive, epistemic, pedagogical and disciplinary adultcentrism. As well as some of the ways in which, as part of the seminar, the students and the instructor have devised to address and overcome the adultcentrism problems. At the end of the discussion, an auto-critical note is included in order to show the limits of our own practices and base ground, as well as a way to define new necessary approaches and perspectives required to address both the problems we found to be at the bottom of current teaching practices. As well as n our own expectations, methods and ways to deal with those issues with our pre-service young colleagues. (shrink)

In the fields of linguistics and psychology the didactic implementation of new knowledge relative to argumentative discourse and its acquisition has led us to develop a didactic sequence focused on the teaching of argumentation in 11–12 year old pupils. This sequence was experimented in six schools in order to assess the effect of these new educational methods on the capacities of pupils to treat the dialogic dimensions of argumentation in the writing of monologues. An analysis of the productions (...) of the puils who had been submitted to the didactic sequence, compared with those of a control group, showed a significant improvement in the capacities of the first group. These improvements concerned aspects such as backing up arguments, acknowledging the addressee, negotiating with an eventual contradictor and using of a certain number of units and linguistic expressions t specific to argumentative texts (expressions of responsability taking, textual organisers of cause and conclusion, modalisations of probability and of certitude, concessions and polite expressions). (shrink)

Clinical ethics literature typically presents ethics consultations as having clear beginnings and clear ends. Experience in actual clinical ethics practice, however, reflects a different characterization, particularly when the moral experiences of ethics consultants are included in the discussion. In response, this article emphasizes listening and learning about moral experience as core activities associated with clinical ethics consultation. This focus reveals that responsibility in actual clinical ethics practice is generated within the moral scope of an ethics consultant's activities as she (...) or he encounters the unique and specific features that emerge from interactions with a specific patient, or family, or practitioner within a given situation and over time. A long-form narrative about an ethics consultant's interactions is interwoven with a more didactic discussion to highlight the theme of responsibility and to probe questions that arise regarding follow-up within the practice of clinical ethics consultation. (shrink)

Didactics of philosophy and ethics demands problem based orientation and relevance for real life experiences. However, excursions, extracurricular places of learning or 'outdoor education' have hardly been taken into account. A systematic exploration of possible cooperations, synergy effects or incompatibilities has not yet been carried out. The present volume attempts to close this gap and to create an initial basis for further research, testing and discussion. It is intended to make a contribution to teacher training at universities and study (...) seminars as well as to exploratory research in subject didactics. (shrink)

Philosophy in Action with Dysfunctional Adolescents: Strengthening Resistance, Preparing Resilience Using Michel Tozzi’s Teaching Matrix. Our contribution is based on research conducted with dysfunctional teenagers, prevented from thinking, in a praxis of resilience assisted by philosophical discussion according to the method of Michel Tozzi. A good distance from a process of modelling thought, it’s question of articulating the process of accompaniment the young person’s by Michel Tozzi didactic model. Based on anthropologically situated discussions in the interrogations of adolescents put (...) into play by means of written materials according to Mathew Lipman’s recommendations, the philosophical discussions method’s that we submit is intended to guide educators to explore the process that hinder the activity of thinking and to engage teenagers in a process of rebounding from their own arguments. We present our method which aims at equipping teenagers with the proper tools of resistance to adversity and resiliency in the face of harmful experiences. (shrink)

The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic (...) of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become ‘literate’, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell. (shrink)

The translation of bedside experience to pedagogical content presents a unique challenge for the field of bioethics. The contributions are multidisciplinary, the practices are heterogeneous, and the work product is characteristically nuanced. While academic bioethics education programs have proliferated, developing content and pedagogy sufficient to teach clinical ethics effectively remains a longstanding challenge. The authors identify three reasons why progress towards this goal has been slow. First, there is a lack of robust, empirical knowledge for education focused on praxis. Second, (...) the methods employed in academic education tend to focus on traditional didactic approaches rather than engendering competency through interaction and practice—the principle means by which clinical ethicists work. Third, the data practitioners have captured has not been presented in a medium educators and students can most meaningfully interact with. In this paper, the authors describe a novel pedagogical tool: the Armstrong Clinical Ethics Coding System (ACECS) and interactive visual analytics dashboard. Together, these components comprise an educational platform that utilizes the empirical data collected by the institution’s ethics service. The tool offers four advantages. First, it aids with the identification of ethical issues that present during a consultation at that specific institution or medical unit by making use of a lingua franca comprehensible to both ethicists and non-ethicists. Second, content is centered on issue frequency, type, and relation to other issues. Iterating through cases, requestors, or hospital units allows one to understand cases typologically and through metanarratives that reveal relationships and subtle patterns. Third, the use of interactive data visualizations and data storytelling aids comprehension and retention. Fourth, the process of using the system necessitates understanding the manifold ways each case can be understood, accommodating a wide range of perspectives and ethical lenses, enhancing case analysis and self-reflection conducive to life-long learning. (shrink)

Despite increased attention to the question of how best to evaluate clinical ethics consultations and emphasis on external evaluation, there has been little sustained focus on how we, as clinicians, make sense of and learn from our own experiences in the midst of any one consultation. Questions of how we evaluate the request for, unfolding of, and conclusion of any specific ethics consultation are often overlooked, along with the underlying question of whether it is possible to give an accurate (...) account of clinical ethics consultants’ experience as experienced by ethics consultants. Before the challenge of submitting one’s accounts or case reports for review and evaluation from others, there is an underlying challenge of understanding and evaluating our own accounts. To highlight this crucial and deeply challenging dimension of actual clinical ethics practice, we present an account of a complex consultation, explicitly constructed to engage the reader in the unfolding experience of the consultant by emphasizing the multiple perspectives unfolding within the consultant’s experience. Written in script format, the three perspectives presented—prototypical clinically descriptive account; didactically reflective and self-evidentiary account often seen in journal presentations; highly self-critical reflective account emphasizing uncertainties inherent to clinical ethics practice—reflect different manners for responding to the ways actual clinical involvement in ethics consultation practice accentuates and refocuses the question of how to understand and evaluate our own work, as well as that of our colleagues. (shrink)

We present a description of the Stern–Gerlach type experiments using only the concepts of classical electrodynamics and the Newton’s equations of motion. The quantization of the projections of the spin (or the projections of the magnetic dipole) is not introduced in our calculations. The main characteristic of our approach is a quantitative analysis of the motion of the magnetic atoms at the entrance of the magnetic field region. This study reveals a mechanism which modifies continuously the orientation of the magnetic (...) dipole of the atom in a very short time interval, at the entrance of the magnetic field region. The mechanism is based on the conservation of the total energy associated with a magnetic dipole which moves in a non uniform magnetic field generated by an electromagnet. A detailed quantitative comparison with the (1922) Stern–Gerlach experiment and the didactical (1967) experiment by J.R. Zacharias is presented. We conclude, contrary to the original Stern–Gerlach statement, that the classical explanations are not ruled out by the experimental data. (shrink)

Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children (Lipman, 2003: 172-179 ; Tozzi, 2001, 2002) and thus, requires an exploration and a precis analysis, which (...) is the aim of his article. More precisely, there are three objectives: define the nature and characteristics of open-mindedness, analyse its emergence in philosophical discussions and, moreover, studying its role in the practice of philosophy. Our research (lead in University Paris 1 Panthéon-Sorbonne) has shown that certain indicators present in the children’s discourse manifest the occurrence of open-mindedness: reformulation of one another’s words, complementarity of statements, explication of each other’s ideas, establishment of nuances, disagreement on terms and critical thinking. These cognitive acts reveal an intellectual relation between children, so much so as open-mindedness can be defined as a two-dimensional attitude, both as a cognitive disposition enabling the understanding of someone else’s idea and an ethical disposition enabling the acceptance of alterity. Moreover, it signals an ethical posture: the capacity to take embrace the words of others, without necessarily agreeing, the ability to take into account an alternative view on the world. The research hypothesis, that is the result of seven years research in the French town of Romainville (East of Paris) is, therefore, the following: philosophical discussions constitute an opportunity for children to experience open-mindedness as a crucial thinking skill and ethical posture. (shrink)

BackgroundMoral Case Deliberation is a specific form of bioethics education fostering professionals’ moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice.MethodsIn this paper we present a case-study of a Moral Case Deliberation (...) with the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method.ResultsThe didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case.DiscussionThe reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue.ConclusionThe specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills, attitude and character. The role of a trained facilitator and a specific view on teaching and practicing ethics are essential when using the dilemma method in teaching health care professionals how to reflect on their own moral issues in practice. (shrink)

Lucretius' primary didactic aim in De Rerum Natura is to teach his readers to interpret the world around them in such a way as to avoid the formation of false beliefs. The price of failure is extremely high. Someone who possesses false beliefs is liable to experience fear, and so will not be able to attain the state of tranquillity that, for Epicureans, constitutes the moral end. Equipping readers with sufficient knowledge always to form true beliefs about the phenomena (...) they encounter thus serves no less a purpose than the enabling of their future happiness. This paper is concerned with how Lucretian intertextuality contributes to this primary didactic aim. For reasons to be explained below, I will focus on Lucretian engagement with the texts of Greek and Roman drama. I will show that allusions to drama in DRN, rather than functioning simply as ‘honey on the rim of the cup’, make a direct contribution to Lucretius' ethical project, teaching readers how to respond rationally to the full variety of their cultural experience. (shrink)

“Bohr was primarily a philosopher, not a physicist, but he understood that natural philosophy... carries weight only if its every detail can be subjected to the... test of experiment”. As a result his approach differed from that of the school-philosophers whom he regarded with a somewhat “sceptical attitude, to say the least” and whose lack of interest in “the important viewpoint which had emerged during the development of atomic physics” he noticed with regret. But it also differed, and to a (...) considerable degree, from the spirit of what Professor T. S. Kuhn has called a “normal science.” Looking at Bohr's method of research we see that technical problems, however remote, are always related to a philosophical point of view; they are never treated as “tiny puzzles” whose solution is valuable in itself, even if one has not the faintest idea what it means, and where it leads: “For me” Bohr writes to Sommerfeld in 1922 “[the quantum theory] is not a matter for petty didactic details, but a serious attempt to reach... an inner coherence.” Emphasis is put on matters of principle and minor discrepancies, or “puzzles” in the sense of Kuhn, instead of being deemphasized, and assimilated to the older paradigm, are turned into fundamental difficulties by looking at them from a new direction, and by testing their background “in its furthest consequences by exaggeration”. A noteworthy example of Bohr's “non-normal” and rather metaphysical approach to physics is his scepticism in the face of the success of his own atomic model. (shrink)

In several of his papers, Charles S. Peirce illustrates processes of interpreting and understanding signs by examples from second language vocabulary teaching and learning. The insights conveyed by means of these little pedagogical scenarios are not meant as contributions to the psychology of second language learning, but they aim at elucidating fundamental semiotic implications of knowledge acquisition in general. Peirce's semiotic premise that a well-understood sign is one that represents an object and creates an interpretant is essential to the understanding (...) of how new words and signs in general can be taught and learned. The article argues that Peirce's theory of the object of the sign, especially of the necessity of collateral experience of the object of a sign, can help to understand the riddle posed by of the Meno paradox of the impossibility of learning what we do not yet know. It examines the semiotic implications of the didactic methods of teaching and learning through translation, ostension, mental and real images, as well as metacognition, and it shows how icons, indices, and symbols are essential to learning new words. (shrink)

Undergraduate geoscience students are rarely exposed to history and philosophy of science. I will describe the experiences with a short course unfavourably placed in the first year of a bachelor of earth science. Arguments how HPS could enrich their education in many ways are sketched. One useful didactic approach is to develop a broader interest by connecting HPS themes to practical cases throughout the curriculum, and develop learning activities that allow students to reflect on their skills, methods and (...) their field in relation to other disciplines and interactions with society with abilities gained through exposure to HPS. Given support of the teaching staff, the tenets of philosophy of science in practice, of conceptual history of knowledge, and of ethics of science for society can fruitfully and directly be connected to the existing curriculum. This is ideally followed by a capstone HPS course late in the bachelor programme. (shrink)

This paper is concerned with the uses of history in science. It focuses in particular on Anglo-American genetics and on university textbooks—where the canon of a science is consolidated, as the heterogeneous approaches and controversies of its practice are rendered unified for its reproduction. Tracing the emergence and eventual standardization of geneticists’ use of a case-based method of teaching in the 1920s–1950s, this paper argues that geneticists created historical environments in their textbooks—spaces in which students developed an understanding of the (...) laws of genetics through simulations of their discovery and use. Witnessing the unfolding of Mendel’s and Morgan’s experiments and performing genetic crosses on paper, students learned not only the rules that were explicitly taught as such, but also the experientially-based, tacit skills needed to find and follow these rules. This didactic system taught them how to go on when confronting new situations, and in doing so, provided geneticists with an important disciplinary tool, freeing the first steps of their student’s enculturation from the physical infrastructure of the laboratory. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Holly Flora’s published dissertation is a critical contribution to scholarship of the origins of the Meditationes Vitae Christi, a text strongly associated with the preaching and prayer habits of the early Franciscan order and perhaps the most representative example of the late-Medieval devotional and pictorial phenomenon often summarized as the “Vita Christi tradition.” For almost a century, art historians have invoked the MVC to explain iconographic innovations in late-Medieval (...) and Renaissance art, in particular the emergence of apocryphal images of the early life of Christ. In contrast to these earlier art-historical uses of this text, Flora advocates for a re-contextualization of the MVC. She joins scholars, in particular Isa Ragusa, who suggest that the didactic content and devotional strategies of the MVC reflect a particularly Franciscan strain of the Vita Christi, one aligned with the cura monialium , and argues that it was probably composed by a Franciscan friar for the spiritual benefit of a Poor Clare. The MVC’s distinctive emphasis on themes of virginity, silence, and enclosure support this interpretation, as do a series of interjected prompts or imperatives for the reader to visualize herself participating in poignant events that underscore the humanity of Christ and promote affective devotion. Flora sees the MVC as an attempt by a friar to reconcile the competing Franciscan notions of the vita activa and vita contemplativa in the interests of a cloistered nun under his care; the performative devotional strategies offered by the MVC would have afforded her the means to engage actively—even if only virtually—in a life of extreme poverty or to engage in charitable public giving as exemplified by the lives of Christ and the Virgin, opportunities Flora suggests were not readily available to a cloistered nun.Association of the MVC with the Poor Clares is bolstered by the manuscript that probably contains the closest witness to the original version of this text . The author’s compelling consideration of the textual, material, and pictorial content of Ms. ital. 115 supports the claim that it was made in Pisa around 1340–50 for the community of Poor Clares at the convent of San Martino. Although written on paper rather than parchment and painted in a humble watercolor technique, Ms. ital. 115 contains the lengthiest extant pictorial cycle of any version of the MVC, a characteristic that agrees with the image-centric devotional practices of medieval nuns. Flora’s comparison of those few MVC manuscripts that contain pictorial cycles of comparable length casts into relief those discrete iconographic characteristics of the Ms. ital. 115 cycle. Most telling are ubiquitous images of women that resemble Poor Clares, regular sewing companions of the Virgin, whose presence indicates the illuminators’ attentions to the interests and identities of their audience.Having established Ms. ital. 115’s Clarissan context, the remainder of the Devout Belief of the Imagination is a consideration of a Poor Clare’s interaction with the manuscript. Flora describes this experience as an intensely emotional didactic process that begins with instruction and culminates in imaginative devotional performances where Mary constitutes the main paradigm for female monastic conduct. The extensive account of the Virgin’s childhood in the Temple, for example, supplies a progressive lesson for a young nun on the virtues of discipline and devotion. The culmination of this spiritual maturation process is the extraordinary text-image structure of the Circumcision of the Christ child by his Mother. Not only does this event resonate with Franciscan typology, but as Flora demonstrates, Mary’s privileged position in sharing the suffering of Christ offers a powerful introduction to the affective devotional strategy that structures the viewer’s experience of the remainder of the manuscript. Extended pictorial sequences that follow metaphorically address the cloistered condition of a Poor Clare viewer and her particular spiritual needs. The Holy Family’s Flight into Egypt and their.. (shrink)