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1

ADVENTURE OF THE DECEITFUL NUMBERS

100%
Andrade-Molina M.
Pedagogický časopis (Journal of Pedagogy)
|
2017
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vol. 8
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issue 2
9 – 25
EN
This article addresses access to high-quality education under a neoliberal mentality. It engages at both the discursive and material levels, by mapping how taken-for-granted truths about neoliberal policies circulate through the media. The media—newspapers, network channels, and news websites—have correlated quality education with socioeconomic status, which have effects of power in the fabrication of the productive citizen and low-performer, and in the perpetuation of the “class/room”. The unexpected deceitfulness of numbers operates as a rhizomatic regime of truths, conducting our ways of being and acting in the world. This analysis takes numbers as an actor to challenge the apparent representative and descriptive nature of standardized assessment outcomes, and the idea that competition, freedom of choice, and accountability are a means of securing equity, inclusion, and economic growth. The novels of Sir Arthur Conan Doyle, particularly those featuring the fictional character Sherlock Holmes, and the Sherlock Holmes adaptations portrayed by Benedict Cumberbatch in the TV series “Sherlock” have inspired the narrative of this story. Sherlock’s mind palace—a feature added to Holmes’ personality in the TV series—is put to great use in the narrative of this article.
2

EMBODIED CLASSROOM - A PHENOMENOLOGICAL DISCUSSION OF THE BODY AND THE ROOM

75%
Alerby E., Hagström E., Westman S.
Pedagogický časopis (Journal of Pedagogy)
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2014
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vol. 5
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issue 1
11 – 23
EN
A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow. As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room—we are affected by and affect the room in a mutual interplay. In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.
3

EXPLORING THE MODERATING EFFECT OF THE FIELD DEPENDENCE-INDEPENDENCE ON RELATIONSHIP BETWEEN PUPIL’S SCHOOL SATISFACTION AND SOCIAL CLASSROOM ATMOSPHERE

63%
Papšová M., Valihorová M., Nábělková E.
Studia Psychologica
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2012
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vol. 54
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issue 2
125 – 136
EN
The research was aimed at exploring the relationships between pupil’s school satisfaction and social classroom atmosphere, and also between school satisfaction and cognitive style field dependence-independence. The main intention of the presented study was to detect possible moderating influence of the field independence level on the relationship between school satisfaction and social classroom atmosphere. The perceived social atmosphere was assessed by the Social Classroom Atmosphere Scale (Kollárik, 1999). The field independence was assessed by the Embedded Figures Test (Oltman, Raskin, Witkin, 1962). Pupil’s school satisfaction was assessed by a school satisfaction subscale from the Life Satisfaction Scale for Children (Huebner, 1994) and emotional relation towards school was assessed by the Semantic Choice Test (Smékal, 1990). The research sample consisted of 208 pupils of older school age attending the 6th and 7th school grade (i.e., 11-12 year olds). The findings indicate that the field dependence-independence is not the moderator variable influencing relationship between social classroom atmosphere and pupil’s school satisfaction. Pupil’s school satisfaction significantly correlates with social classroom atmosphere. A significant relationship between field independence level and pupil’s school satisfaction was not proven.
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