The Role of Social Practices of Knowledge Appropriation for Sustaining TEL Innovations in the Classroom

2021 ◽  
pp. 28-36
Author(s):  
Janika Leoste ◽  
Tobias Ley ◽  
Mati Heidmets ◽  
Jelena Stepanova
Author(s):  
Michael Koortbojian

The ancient Romans famously distinguished between civic life in Rome and military matters outside the city—a division marked by the pomerium, an abstract religious and legal boundary that was central to the myth of the city's foundation. This book explores, by means of images and texts, how the Romans used social practices and public monuments to assert their capital's distinction from its growing empire, to delimit the proper realms of religion and law from those of war and conquest, and to establish and disseminate so many fundamental Roman institutions across three centuries of imperial rule. The book probes such topics as the appearance in the city of Romans in armor, whether in representation or in life, the role of religious rites on the battlefield, and the military image of Constantine on the arch built in his name. Throughout, the book reveals how, in these instances and others, the ancient ideology of crossing the pomerium reflects the efforts of Romans not only to live up to the ideals they had inherited, but also to reconceive their past and to validate contemporary practices during a time when Rome enjoyed growing dominance in the Mediterranean world. The book explores a problem faced by generations of Romans—how to leave and return to hallowed city ground in the course of building an empire.


2021 ◽  
pp. 1-15
Author(s):  
Luiz Guilherme Mafle Ferreira Duarte ◽  
Marlyne Sahakian ◽  
João Leite Ferreira Neto

Al-Albab ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 119
Author(s):  
Hilmi Muhammadiyah

This article attempts to explore the dynamics of the Lembaga Dakwah Islam Indonesia (LDII) or Indonesian Islamic Da'wah Institution community in Kediri of East Java, Indonesia in maintaining its existence, transforming and seeing the processes, patterns, and strategies that developed by the LDII. The article elaborates how social actors of the LDII carry out social practices continuously so that LDII can continue to survive, develop, and reform the doctrine and religious identity paradigm and its organizational identity thus being accepted by people in the region. The role of the actors as the agent in changing the character of the movement is discussed in this work. They have made strategies including building closeness to the authorities, building attitudes of openness, changing the image of the organization, strengthening identity, establishing dialogue and public cooperation with the Indonesian Ulema Council (MUI – Majelis Ulama Indonesia) that positioning LDII as a heretical and splinter organization, and establishing cooperation with Religious Community Organizations (Ormas) that are considered mainstream, such as NU (Nahdatul Ulama) and Muhammadiyah. This work attempts to provide materials and considerations in dealing with the issue of raising between the flow of splinters and established groups.


2017 ◽  
Author(s):  
Michael J Madison

More than 150 years into development of the doctrine of "fair use" in American copyright law, there is no end to legislative, judicial, and academic efforts to rationalize the doctrine. Its codification in the 1976 Copyright Act appears to have contributed to its fragmentation, rather than to its coherence. This Article suggests that fair use is neither badly conceived nor badly applied, but that it is too often badly understood. As did much of copyright law, fair use originated as a judicially-unacknowledged effort via the law to validate certain favored social practices and patterns. In the main, it has continued to be applied as such, though too often courts mask their implicit validation of these patterns in the now-conventional "case-by-case" application of the statutory fair use "factors" to the defendant's use of the copyrighted work in question. A more explicit acknowledgement of the role of these patterns in fair use analysis is consistent with fair use and copyright policy and tradition. Importantly, it helps to bridge the often-difficult conceptual gap between fair use claims asserted by individual defendants and the social implications of accepting or rejecting those claims. Finally, a pattern-oriented approach is normatively appropriate, when viewed in light of recent research by cognitive psychologists and other social scientists on patterns and creativity. In immediate terms, the approach should lead to a more consistent and predictable fair use jurisprudence. In the longer term, it should enhance the ability of copyright law to promote creative expression.


Author(s):  
Jonathan Crowe

The role of implications in Australian constitutional law has long been debated. Jeffrey Goldsworthy has argued in a series of influential publications that legitimate constitutional implications must be derived in some way from authorial intentions. I call this the intentionalist model of constitutional implications. The intentionalist model has yielded a sceptical response to several recent High Court decisions, including the ruling in Roach v Electoral Commissioner that the Constitution enshrines an implied conditional guarantee of universal franchise. This article outlines an alternative way of thinking about constitutional implications, which I call the narrative model. I argue that at least some constitutional implications are best understood as arising from historically extended narratives about the relationship of the constitutional text to wider social practices and institutions. The article begins by discussing the limitations of the intentionalist model. It then considers the role of descriptive and normative implications in both factual and fictional narratives, before applying this analysis to the Australian Constitution. I argue that the narrative model offers a plausible basis for the High Court’s reasoning in Roach v Electoral Commissioner.


2017 ◽  
Vol 234 (1) ◽  
pp. 101-135
Author(s):  
Matthew P Fitzpatrick

Abstract Via an investigation of the broader historical conditions of European tattooing practices, this article argues that the example of the last German Governor of Samoa, Erich Schultz, demonstrates the key role of the body in colonial entanglements. By allowing himself to be tattooed in Samoan style, Schultz signalled his strong affinity with Samoan social practices and politics. Not merely indicative of a subjective shift, his tattooing also furthered his authority as a German colonial official. At a time when other European officials, including Germans in other colonies, shied away from engaging with the cultural and political practices of those they governed, Schultz and other German officials in Samoa self-consciously sought to colonize the Samoans while accepting and employing Samoan symbols of authority.


2019 ◽  
pp. 101-126
Author(s):  
Karen Stohr

This chapter presents an argument that moral identities are cultivated within shared normative spaces called moral neighborhoods. Moral neighborhoods are constructed through networks of social practices and conventions that are situated in specific physical and social environments. The chapter draws on Confucian ideas about the role of ritual in moral formation, as well Jane Austen’s novels, to argue that these networks of social practices are important for moral improvement. Good moral neighborhoods enable participants to work out and enact shared moral aspirations in the form of jointly constructed narratives. The social practices of good moral neighborhoods create normative spaces in which we enact fictive moral selves. Because moral neighborhoods are constructed in non-ideal conditions, they must be responsive to the underlying social and physical landscape if they are to reflect shared moral aspirations. Creating a good moral neighborhood is thus a practical exercise in non-ideal theory.


2019 ◽  
Vol 33 (2) ◽  
pp. 259-277
Author(s):  
Jennifer Sessions

Abstract On 26 April 1901, members of the Righa tribe overran the French colonial village of Margueritte in central Algiers province. They seized the settlement’s male colonists and demanded they ‘make [them]selves Muslims’ by reciting the shehada and donning North African clothing. Several Europeans who could not or would not comply were killed. This article explores the meanings of this forced conversion of European settlers, which made the Margueritte revolt unique in the history of Algerian resistance to French colonialism. For French colonial officials, the religious ritual indicated the causal role of ‘Islamic fanaticism’ in fomenting the revolt. Administrators and magistrates focused their investigations on the religious habits of the revolt’s leaders, possible ties to Sufi brotherhoods and pan-Islamist conspiracies. But in doing so, they largely overlooked the more quotidian meanings of the conversion ritual for the inhabitants of Margueritte itself. By resituating the symbolic transformation of body and soul within the cultural logics of everyday life in the settler village, the article attempts to map out the more mundane social practices by which ethno-religious colonial hierarchies were enacted and embodied in French Algeria.


Author(s):  
María Jesús Rodríguez-Triana ◽  
Luis P. Prieto ◽  
Tobias Ley ◽  
Ton de Jong ◽  
Denis Gillet

AbstractSocial practices are assumed to play an important role in the evolution of new teaching and learning methods. Teachers internalize knowledge developed in their communities through interactions with peers and experts while solving problems or co-creating materials. However, these social practices and their influence on teachers’ adoption of new pedagogical practices are notoriously hard to study, given their implicit and informal nature. In this paper, we apply the Knowledge Appropriation Model (KAM) to trace how different social practices relate to the implementation of pedagogical innovations in the classroom, through the analysis of more than 40,000 learning designs created within Graasp, an online authoring tool to support inquiry-based learning, used by more than 35,000 teachers. Our results show how different practices of knowledge appropriation, maturation and scaffolding seem to be related, to a varying degree, to teachers’ increased classroom implementation of learning designs. Our study also provides insights into how we can use traces from digital co-creation platforms to better understand the social dimension of professional learning, knowledge creation and the adoption of new practices.


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