Journal articles on the topic 'New School for Social Research (New York, N.Y.) Philosophy'

One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.” Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya. Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1). Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104. Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning. Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research. Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69. Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge. Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York. Corey, S. M. (1953). Action Research to Improve School Practice. New York: Teachers College, Columbia University. Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75– 98. https://doi.org/10.1080/15391523.2010.10782562 Delima, R., Arianti, N. K., & Pramudyawardani, B. (2015). Identifikasi Kebutuhan Pengguna Untuk Aplikasi Permainan Edukasi Bagi Anak Usia 4 sampai 6 Tahun. Jurnal Teknik Informatika Dan Sistem Informasi, 1(1). Depdiknas. (2007). Permainan Berhitung Permulaan Di Taman Kanak-kanak. In Pedoman Pembelajaran. Jakarta: Depdiknas. Djadir, Minggi, I., Ja’faruddin., Zaki, A., & Sidjara, S. (2017). Sumber Belajar PLPG 2017: Bangun Datar. In Modul PLPG. Jakarta: Kementrian Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan.Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education (3-8 years). Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69. Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press. Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu. Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book. Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1). Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252. Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257. Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108. Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning. Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth. Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science. Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3. Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116. National Research Council. (2009). Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity (C. T. Cross, T. Woods, & H. Schweingruber, Eds.). Washinton D.C: The National Academies Press. Norton, A., & Nurnberger-Haag, J. (2018). Bridging frameworks for understanding numerical cognition. Journal of Numerical Cognition, 4(1), 1–8. https://doi.org/10.5964/jnc.v4i1.160 Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N. Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana. Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy: Using primary children’s Illustrations and oral language to improve comprehension of expository text. Early Childhood Education Journal, 35(1), 65–73. https://doi.org/10.1007/s10643- 007-0184-5 Putra, L. D., & Ishartiwi. (2015). Pengembangan Multimedia Pembelajaram Interaktif Mengenal Angka dan Huruf untuk Anak Usia Dini. Jurnal Inovasi Teknologi Pendidikan, 2(2). Rich, B., & Thomas, C. (2009). Geometry: Includes Plane, Analytic, and Transformational Geometries. . (4th Editio). New York: McGraw-Hill. Rochanah, L. (2016). Pemanfaatan Media Berbasis Komputer Untuk Meningkatkan Kemampuan Huruf pada Anak Usia Dini (Urgensi Media Berbasis Komputer pada Peningkatan Kemampuan Mengenal Huruf ). Jurnal Program Studi PGRA, Volume 2 N, 1–8. Runtukahu, T., & Kandou, S. (2014). Pembelajaran matematika dasar bagi anak berkesulitan belajar. Yogyakarta: Ar-ruzz Media. Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education. Sarama, J., & Clements, D. H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112– 134. Schoenfeld, A. H., & Stipek, D. (2011). Math Matters. Barkeley, California.Shilpa, S., & Sunita, M. (2013). A Study About Role of Multimedia in Early Childhood Education. International Journal of Humanities and Social Science Invention, 2(6). Siswono, T. Y. E. (2012). Belajar dan Mengajar Matematika Anak Usia Dini. Universitas Negeri Surabaya.Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Sudaryanti. (2006). Pengenalan Matematika Anak Usia Dini. Yogyakarta: FIP UNY. Sufa, F. F., & Setiawan, H. Y. (2017). Analisis Kebutuhan Anak Usia 4-6 Tahun Pada Pembelajaran Berbasis Komputer Pada Anak Usia Dini. Research Fair Unisri, 1(1). Suharjana, A. (2008). Pengenalan Bangun Ruang dan Sifat-sifatnya di SD. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika. Sujiono, Y . N. (2014). Batasan dan Dasar T eori Pengembangan Kognitif. In Hakikat Pengembangan Kognitif (p. 12). Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press. Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal Math Talk in the Home and Math Skills in Preschool Children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480 Suwarna. (2010). Pengembangan Multimedia Pembelajaran untuk Pembinaan Kreativitas Melukis di Taman Kanak-kanak. Jurnal Universitas Negeri Yogyakarta. Suziedelyte, A. (2012). Can video games affect children’s cognitive and non-cognitive skills? UNSW Australian School of Business Research Paper. https://doi.org/10.2139/ssrn.2140983 Tarigan, D. (2006). Pembelajaran Matematika Realistik. Jakarta: Departeman Pendidikan Nasional, Direktorat Jendral Pendidikan Tunggi, Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenaga Perguruan Tinggi. Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.Trawick, M. (2007). Enemy Line ; Warfare, Childhood, and Play in Batticaloa. London: University of California Press. Trifunović, A., Čičević, S., Lazarević, D., Mitrović1, S., & Dragovi, M. (2018). Comparing Tablets (Touchscreen Devices and PCs in Preschool Children Education: Testing Spatial Relationship Using Geometric Syimbols Traffic Signs. IETI Transections on Economics and Safety, 2(1), 35–41. https://doi.org/10.6722/TES.201808_2(1).0004 Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak Usia Dini. Jurnal INFORM, 1 No. 1. Wang, F., & Kinzie, M. B. (2010). Applying Technology to Inquiry- Based Learning in Early Childhood Education. Early Childhood Education Journal. Weil, M., Calhoun, E., & Joyce, B. (2011). Models of Teaching. New York.: New York. Zack, N. (2014). Philosophy of Science and Race. New York: Routledge. Zare, Sarikhani, Salarii, & Mansouri. (2016). The Impact Of E-learning on University Student’s Academic Achievement and Creativity. Journal of Technical Education and Training (JTET), 8(11).

Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. The Journal of Philosophy, 30(20), 557. https://doi.org/10.2307/2016365 Berkowitz, M. W., & Bier, M. C. (2004). Research Based Character Education. Annals of the American Academy of Political and Social Science, 591(January), 72–85. https://doi.org/10.1177/0002716203260082 Botvin, G. J., Epstein, J. A., Baker, E., Diaz, T., & Ifill-Williams, M. (2013). School-based drug abuse prevention with inner-city minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth, 6(I), 5–19. https://doi.org/10.4324/9781315827735-6 Carr, D. (2012). Educating the Virtues: Essay on the philosophical psychology of moral development and education. London: Routledge. Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver: BC: Blacksheep Press. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free press. Derlicki, J. (2005). Ethno-pedagogy - the curse or the cure? The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. 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The two papers published here for the first time were written by Leo Strauss (1899–1973) in or around 1945, when he was teaching at the New School for Social Research in New York City. One of Strauss's colleagues at the New School was Kurt Riezler (1882–1955). Riezler had earned a PhD in classics, but had an even more distinguished career as a practical politician; he had been a high-ranking cabinet member in both Imperial and Weimar Germany and a drafter of the Weimar constitution. He had wide-ranging scholarly interests, having written books on the theoretical foundations of politics, art, ancient philosophy, and the fundamental structure of social life. Because they shared an interest in the foundations of social science, he and Strauss co-taught a couple of courses in the mid-1940s (on Aristotle's De anima and Descartes's Passions of the Soul [along with Solomon Asch], and on Plato's Theaetetus [along with Alexandre Koyré]). Strauss indicated the enduring respect he had for Riezler in a eulogy he wrote for him in 1955 and republished as the concluding essay in What Is Political Philosophy? and Other Studies in 1959.

Objective: Although the fastest growing mi­nority group, Asian Americans receive little attention in mental health research. More­over, aggregated data mask further diversity within Asian Americans. This study aimed to examine depression risk by detailed Asian American subgroup, and further assess de­terminants within and between three Asian ethnic subgroups.Methods: Needs assessment surveys were collected in 16 Asian American subgroups (six Southeast Asian, six South Asian, and four East Asian) in New York City from 2013-2016 using community-based sampling strategies. A final sample of N=1,532 com­pleted the PHQ-2. Bivariate comparisons and multivariable logistic models explored differences in depression risk by subgroup.Results: Southeast Asians had the greatest depression risk (19%), followed by South Asians (11%) and East Asians (9%). Among Southeast Asians, depression risk was associ­ated with lacking health insurance (OR=.2, 95% CI: 0-.6), not having a provider who speaks the same language (OR=3.2, 95% CI: 1.3-8.0), and lower neighborhood social cohesion (OR= .94, 95% CI: .71-.99). Among South Asians, depression risk was associated with greater English proficiency (OR=3.9, 95% CI: 1.6-9.2); and among East Asians, depression risk was associated with ≤ high school education (OR=4.2, 95% CI: 1.2-14.3). Additionally, among Southeast Asians and South Asians, the high­est depression risk was associated with high levels of discrimination (Southeast Asian: OR=9.9, 95% CI: 1.8-56.2; South Asian: OR=7.3, 95% CI: 3.3-16.2).Conclusions: Depression risk and deter­minants differed by Asian American ethnic subgroup. Identifying factors associated with depression risk among these groups is key to targeting limited public health resources for these underserved communities. Ethn Dis. 2020;30(4):553-562; doi:10.18865/ed.30.4.553

PrécisHistorian and Pulitzer Prize winner Carl Degler analyzes the reasons for Darwinism's fall from favor among American social scientists throughout the early and mid-twentieth century and for its revival in recent years. The work is divided into four parts. In the first part, Degler reviews the impact of Darwin on turn-of-the-century social science and its association with the politics of IQ testing, eugenics, and racism. He denies, however, that social scientists of either Darwinian or anti-Darwinian stripe had any real impact on policies like restrictive immigration laws. In Part II, Degler reconstructs the history of the rise of culture as an explanatory concept and its dissociation from biological roots. Degler explains that much of this movement is attributable to ideological factors and not merely to the results of research. Special emphasis is placed upon the influence of Franz Boas, but the work of Margaret Mead, John Watson, and B. F. Skinner is also examined. Part III examines the resurrection of biological modes of thinking in sociology, psychology, philosophy, and political science in the 1960s and 1970s, largely as a result of the convergence of two factors: (1) dissatisfaction with prevailing social science theory, and (2) new discoveries in the life sciences. Degler finds recent use of biology in the social sciences less deterministic and more egalitarian in orientation than the social Darwinism of an earlier era. In his epilogue, Degler explores recent studies in animal awareness to discern future patterns in biologically based social science, including the potential for greater understanding of the biological roots of human morality.

Michael Marder, a well-known specialist in environmental philosophy and political theory, studied at universities in Canada and the United States, received a Ph. D. from the New School of Social Research in New York, and taught at the Universities of Georgetown, Saskatchewan, and Washington. He conducted research at the University of Lisbon and served as an associate professor of Philosophy at Duquesne University in Pittsburgh before becoming a research professor at the University of the Basque Country. M. Marder is a member of the editorial board of journal «Telos» (New York), as well as the editor of four book series: «Political Theory and Contemporary Philosophy», «Critical Plant Studies», «Future Perfect: Images of the Time to Come in Philosophy, Politics, and Cultural Studies» and «Palgrave Studies in Postmetaphysical Thought». Michael Marder works in the phenomenological tradition of continental philosophy. He is the author of books «Grafts: Writings on Plants» (2016), «The Chernobyl Herbarium: Fragments of an Exploded Consciousness» (2016), «Heidegger: Phenomenology, Ecology, Politics» (2018) и «Dump Philosophy: A Phenomenology of Devastation» (2020). Most of his philosophical works are focused on constructing a concept in which plants are viewed as beings with their own form of subjectivity. He is best known for the monograph «Plant-Thinking: A Philosophy of Vegetal Life» (2013). Marder's book «The Philosopher’s Plant (Intellectual Herbarium)» (2014), from which the prologue «Philosophical Herbarium» and the first chapter «Plato's Plane Tree» are taken for translation, is devoted to the relationship between philosophy and plants. The author believes that philosophy did not pay due attention to plants, and seeks to fill this gap. The book contains twelve stories, each of which relates a famous philosopher to a plant or flower (Plato’s Plane Tree, Avicenna’s Celery, Kant’s Tulip etc.), which, according to Marder, allows a deeper understanding of his philosophical ideas.

Abstract Objectives A Quarter of all US-based Jamaicans live in New York City (NYC) (N = 178,750). Compared to African Americans, Black Caribbeans experience lower rates of obesity (36% vs. 29%) and hypertension (38% vs 35%), but similar rates of diabetes (13% vs. 15%). Little is known about how diet and acculturation affect risk of chronic disease among Jamaican immigrants of different age groups. The aims of this study were to identify among three generations of Jamaicans living in NYC: a) how food experiences influence food perceptions and dietary behaviors; and b) how acculturation, social norms, socio-economic status and trans-national movements affect diet and risk of chronic disease. Methods Group and individual interviews with youth (n = 10), parents (n = 6) and grandparents (n = 8) used open-ended questions, were recorded and lasted 45 – 90 min. Participants received $20 gift cards as incentives. Recordings were transcribed, and analyzed using Dedoose 7.0. Results Three major themes emerged: Food perceptions and the concept of clean food impelled participants from all generations to consume a healthier diet consisting of more fresh fruits and vegetables and less processed foods. Among youth, remote acculturation to the US culture and global foods made it more acceptable to replace traditional home cooked foods with processed foods. Third, acculturation provided older Jamaican immigrants with easier access to healthcare and health education. The health advice provided by doctors, dietitians and other healthcare professionals was well respected and older Jamaicans reported high levels of compliance. Conclusions Among youth, early exposure to US culture and foods while living in Jamaica may increase future risk of chronic disease by making it more acceptable to replace cultural foods with American foods. Food perceptions and the concept of clean food play an important role in the way that Jamaicans of all ages think about, purchase and eat food. Truly valuing fruits and vegetables made adult Jamaican immigrants more receptive to health education and more likely to lower their risk of chronic disease. Funding Sources CUNY Graduate School of Public Health and Health Policy, Dean's Dissertation Grant (Dissertation research support for author Horlyck-Romanovsky).

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children. Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection. Research instruments used in this research was in sheets observation checklist. The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). 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N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). 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New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. 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Este trabalho aborda a relação entre a patologização dos(as) estudantes oriundos(as) da classe trabalhadora, de imigrantes e de minorias étnico-raciais nos Estados Unidos e a cooptação da agência dessa população historicamente explorada e submetida a opressões sociais e educacionais. Para isso, utilizamos a concepção de agência desde o Posicionamento Ativista Transformador (Transformative Activist Stance – TAS), desenvolvido por Stetsenko (2017), a filosofia da práxis em Marx (1989), a teoria histórico-cultural de Vygotsky (2002) e a perspectiva anticolonialista de Freire (2019) e Quijano (2019). Primeiramente, apresentamos as condições de vida e de trabalho de estudantes vulneráveis e latinos(as) em Nova York e nos Estados Unidos, depois tratamos um conjunto de discussões teóricas oriundas de pesquisas sobre o contexto da patologização da pobreza, do déficit, da diferença e da desigualdade social. Em seguida, apresentamos as histórias de vida e de escolarização de estudantes do Community College da City University of New York (CUNY) diagnosticados(as) como deficientes de aprendizagem e a sua luta dentro do sistema educacional americano. O processo de patologização daqueles(as) que não se enquadram no padrão branco e supremacista norte-americano culmina numa nova forma de colonialismo (o Sul dentro do Norte Global), resultante na cooptação da agência crítica e transformadora daqueles(as) que, a priori, poderiam ser o motor da transformação do sistema escolar que os(as) oprime.Palavras-chave: Neocolonialismo. Deficiência. Agência. Educação. Abstract: This work addresses the relationship between the pathologization of students from the working class, immigrants and ethnic-racial minorities in the United States and the co-optation of the agency of this historically exploited population and subjected to social and educational oppression. For this, we used the concept of agency from the Transformative Activist Stance (TAS), developed by Stetsenko (2017), the philosophy of praxis in Marx (1989), the historical-cultural theory of Vygotsky (2002) and the anti-colonialist perspective of Freire (2019) and Quijano (2019). First, we present the living and working conditions of vulnerable students, especially Latinos, in New York and the United States, then we discuss a set of theoretical issues arising from research on the context of the pathologization of poverty, deficit, difference and social inequality. Next, we present the life and schooling histories 2 ? of students from a Community College at City University of New York (CUNY) diagnosed as learning disabled and their struggle within the American educational system. Our aim is to reveal how how the pathologization process produces students who come to “not fit in” the North American White supremacist sociocultural standard, which amounts to a new form of colonialism (the South within the Global North), resulting in the co-optation of the critical and transformative agency of precisely of the marginalized who, potentially, are uniquely positioned to be the engine of the transformation of the school system that oppresses them.Keywords: Neocolonialism. Deficiency. Agency. Education.

ABSTRACT Introduction: the study considers three main issues: a) types of Bear’s Holidays: sporadic and periodic; b) primary/ secondary nature of periodic calendar rites in comparison with a sporadic Bear’s Holiday; c) origins and places of periodic rites. Objective: to present a vision and give a description of the historical correlation of a Bear’s Holiday’s types of the Ob Ugrians. Research materials: published records (reports, field materials) and ethnographic researches on the bear cult among the Khanty and Mansi; field materials of S. A. Popova (1992–2020).Results and novelty of the research: the studied material showed that a sporadic Bear’s Holiday is widely known in the literature, and only V. N. Chernetsov identified and described periodic Bear rites among the Northern groups of the Ob Ugrians. The authors of the article offer a new solution to the question of the historical correlation of a Bear’s Holiday types among the Ob-Ugric peoples in the context of the data obtained in recent years. The analysis of holiday types will serve as a basis for further research of problematic issues on the genesis, links with other rites and their role in the social life of the people. The materials of the article can be used in the process of creation of generalizing works on regional ethnography, in cultural institutions and in additional school education.

This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage. Keywords: map literacy, social studies learning, spatial thinking References Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277 Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395. Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273 Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700 Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge. Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50. Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396 Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121. Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26). Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227 Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350 Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661 Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779 Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education. Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932 Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821 Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531 Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0 National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182. Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. 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The rise of embodied cognition in recent ten years has brought about significant influence on the research of moral psychology. On the one hand, the development of neuro-cognitive science has facilitated the research of morality deeply into the mirror neurons of brain, no longer being limited simply on the philosophical speculation; and on the other hand the experimental research of embodied cognition has provided new evidence for some traditional and philosophical moral issues and even made some new recognition of the issues which are different from the traditional interpretations. Tracing back to the research of the Western moral psychology, we find that cognitive rationality and virtual ethics are the two main research lines for moral psychology.（1）J. Piaget and L. Kohlberg opened a way for the research of cognitive development of morality, and their successors have formed new Kohlbergian School, such as the moral judgment theory based on DIT proposed by J. Rest and his colleagues, G. Lind’s dual-aspect theory based on his MCT and KMDD®; the social cognitive domain theory proposed by E. Turiel and his colleagues; the feminine caring ethics advocated by C. Gilligan and N. Noddings; the Social Intuitionist Theory proposed by J. Haidt based on evolutionary psychology, cultural psychology and neuro-cognitive science and so on. (2) The traditional moral philosophy and ethics have opened another way to the research of character education and virtues, such as the American movement of character education facilitated by W, Bennett and T. Lickona and others; the argument between J. Rawls and R. Nozick on moral problems; A. C. MacIntyre’s moral critique to the Western societies and his virtue ethics and so on. Since 21st century the research of embodied cognition has broken through the limitation of the traditional research on moral psychology, attempting to realize the new synthesis of intellect, human body and its environment, and therefore started the embodied research of moral judgment which is unfolded around the three dimensions of physical cleanliness, disgust, body temperature and body movements. I has also assimilated Piaget and Vygotsky’s ideas of psychological development, the theory of conceptual metaphor in cognitive semantics and the theory of evolutionary psychology, and made its theoretical interpretation and exploration for the embodied effect of moral judgment. Since the variable of physical body could have its influence on individual moral judgment by means of one’s emotion and cognitive elements, the moral judgment based on embodied cognition should be integrated with the theories of moral judgment, especially with moral competencies that are the core of moral judgment, and meanwhile the relationship between the embodied cognition and moral intuition should be deeply explored, and the issues such as chronergy, that is, time efficiency, and dynamics taken place when there is the embodied effect should be further examined, the regulated variables of embodied effects while making moral judgment and the individual differences should also be found out through detailed research. And finally we should check out the embodied effects of moral judgment through the cross-cultural comparison.

The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children. References Bafekr, S. (1999) Schools and their undocumented Polish and “Romany Gypsy” pupils.International Journal of Educational Research, 31, 295-302. Bakalar, P. (2004) The IQ of Gypsies in Central Europe. The Mankind Quarterly, XLIV,(3&4), 291-300. Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150-177. Bronfenbrenner U (1979). The ecology of human development: Experiments by nature anddesign. Cambridge, MA: Harvard University Press. Bronfenbrenner U (1986). Ecology of the family as a context for human development:Research perspectives. Developmental Psychology, 22, 723-742. Cvorovic, J. (2014) The Roma: A Balkan Underclass. Ulster: Ulster Institute for SocialResearch. Forget-Dubois, N., Lemelin, J.-P., Perusse, D., Tremblay, R. E. & Boivin, M. (2009). EarlyChild Language Mediates the Relation Between Home Environment and SchoolReadiness. Child Development, 80 (3), 736-749. García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H. P., Crnic, K., Wasik, B. H. andGarcía, H. V. (1996) An Integrative Model for the Study of Developmental Competenciesin Minority Children. Child Development, 67 (5), 1891-1914. Han, W.-J. (2006) Academic Achievements of Children in Immigrant Families.Educational Research and Review. 1 (8), 286-318. Hollo, L. (2006) Equality for Roma in Europe. A Roadmap for Action. Budapest: OSI Kezdi, G. and Kertesi, G. (2011) The Roma/non-Roma test score gap in Hungary.American Economic Review, 101 (3), 519-525. Kyuchukov, H (2006). Desegregation of Roma schools in Bulgaria. Sofia: SEGA Kyuchukov, H. (2014) Acquisition of Romani in a Bilingual Context. Psychology ofLanguage and Communication, 18 (3), 211-225. Kyuchukov, H., Kaleja, M. & Samko, M. (2016) Roma parents as educators of theirchildren. Intecultural education, 26 (5), 444-448. Neuman, S., & Marulis, L. M. (2010). The Effects of Vocabulary Intervention on YoungChildren’s Word Learning: A Meta-Analysis. Review of Educational Research, 80 (3),300-335. Ogbu J. U. (1978). Minority Education and Caste: The American System in Cross-culturalPerspective. New York: Academic Press. Ogbu J. U. (1981). Origins of human competence: A cultural ecological perspective. ChildDevelopment, 52, 413-429. Ogbu, J. U. (1988). Cultural diversity and human development. In: D. Slaughter (Ed.),Black children and poverty: A developmental perspective. San Francisco: Jossey-Bass.11-28. Parsons, Talcott. (1940). An Analytical Approach to the Theory of Social Stratification.American Journal of Sociology, 45 (6), 841-862. Roskos, K., & Neuman, S. (2005). The state of pre-kindergartens standard. EarlyChildhood Research Quarterly, 20, 125-145. Rushton, J. P. Cvorovic, J. and Bons, T. A. (2007). General mental ability in South Asians:Data from three Roma (Gypsy) communities in Serbia. Intelligence, 35(1), 1-12. Rydland, V. (2009). “Whow-when I was going to pretend drinking it tasted coke for real!”Second-language learners’ out-of-frame talk in peer pretend play: A developmental studyfrom preschool to first grade. European Journal of Developmental Psychology, 6 (2), 190-222. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of LanguageAcquisition. Cambridge, MA: Harvard University Press.

Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. Keywords: Clean and healthy life Knowledge, Early Childhood, Health Promotion Program (JUMSIH) References: Akçay, N. O. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3), 83–93. https://doi.org/10.5539/jel.v5n3p83 Allport, B. S., Johnson, S., Aqil, A., Labrique, A. B., Nelson, T., KC, A., … Marcell, A. V. (2018). Promoting Father Involvement for Child and Family Health. Academic Pediatrics, 18(7), 746–753. https://doi.org/10.1016/j.acap.2018.03.011 Bonuck, K. A., Schwartz, B., & Schechter, C. (2016). Sleep health literacy in head start families and staff: Exploratory study of knowledge, motivation, and competencies to promote healthy sleep. Sleep Health, 2(1), 19–24. https://doi.org/10.1016/j.sleh.2015.12.002 Considerations, P., & Framework, N. Q. (2010). Health , Hygiene and Infection Control Strategies for Policy Implementation :2010(Vic). Conti, G., Heckman, J. J., & Pinto, R. (2016). The Effects of Two Influential Early Childhood Interventions on Health and Healthy Behaviour. Economic Journal, 126(596), F28–F65. https://doi.org/10.1111/ecoj.12420 Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research(4th ed.; P. A. Smith, Ed.). Boston: Pearson. Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education and Communication, 0(0), 1–16. https://doi.org/10.1080/1533015X.2019.1567406 Fernandez-Jimenez, R., Al-Kazaz, M., Jaslow, R., Carvajal, I., & Fuster, V. (2018). Children Present a Window of Opportunity for Promoting Health: JACC Review Topic of the Week. Journal of the American College of Cardiology, 72(25), 3310–3319. https://doi.org/10.1016/j.jacc.2018.10.031 Fung, C., Kuhle, S., Lu, C., et al. (2012). From “best practice” to “next practice”: the effectiveness of school-based health promotion in improving healthy eating and physical activity and preventing childhood obesity. Int. J. Behav. Nutr. Phys. Act., 9, 27. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (4th ed.). New York: Longman Inc. Goldfeld, S., O’Connor, E., O’Connor, M., Sayers, M., Moore, T., Kvalsvig, A., & Brinkman, S. (2016). The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort. Early Childhood Research Quarterly, 35, 40–48. https://doi.org/10.1016/j.ecresq.2015.11.001 Hawe, P., Potvin, L. (2009). What is population health intervention research. Can. J. Public Health, 100 (Suppl I8–14). Julianti, R., Nasirun, M., & Wembrayarli. (2018). Pelaksanaan Perilaku Hidup Bersih dan Sehat (PHBS) di Lingkungan Sekolah. Jurnal Ilmiah Potensia, 3(1), 11–17. Kasnodihardjo, K. (2010). Metode pelembagaan perilaku hidup sehat kaitannya dengan kesehatan lingkungan dan hygiene perorangan pada keluarga di Subang Jabar. Keshavarz, N., Nutbeam, D., Rowling, L., Khavarpour, F. (2010). Schools as social complex adaptive systems: a new way to understand the challenges of introducing the health promoting schools concept. Soc. Sci. Med., (70), 1467–1474. Kobel, S., Wartha, O., Wirt, T., Dreyhaupt, J., Lämmle, C., Friedemann, E. M., … Steinacker, J. M. (2017). Design, implementation, and study protocol of a kindergarten-based health promotion intervention. BioMed Research International, 2017. https://doi.org/10.1155/2017/4347675 Langford, R., Bonell, C.P., Jones, H. E. (2014). The WHO health promoting school framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst, Rev. 4, CD008958. Manning, M. L., & Lucking, R. (1991). The what, why, and how of cooperative learning. The Clearing House. 64(3), 152–156. Marlina, R. L. (2011). Analisis Manajemen Promosi Kesehatan Dalam Penerapan Perilaku Hidup Bersih dan Sehat (PHBS) Tatanan Rumah Tangga di Kota Padang Tahun 2011. Padang: Universitas Andalas. Maryunani, A. (2013). Perilaku Hidup Bersih dan Sehat. Jakarta: Trans Info Media. McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mcisaac, J. D., Sim, S. M., Penney, T. L., & Kirk, S. F. L. (2012). School Health Promotion Policy in Nova Scotia: A Case Study. Revue PhénEPS / PHEnex Journal, 4(2). McIsaac, J. L. D., Penney, T. L., Ata, N., Munro-Sigfridson, L., Cunningham, J., Veugelers, P. J., … Kuhle, S. (2017). Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada. 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E. (2010). Comprehensive school health in Canada. Canadian Journal of Public Health = Revue Canadienne de Sante Publique, 101 Suppl(August), S5-8. https://doi.org/10.17269/cjph.101.1907 WHO. (2016). What is a health promoting school? WIjayanti, N. A. (2017). Implementation of Role Playing Method in the Hygiene Hadith Learning Toward Early CHildrens Healthy Behavior of Group B in Dabin Aggrek Gunungpati Semarang. Early Childhood Education Papers (Belia), 6(2).

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

-Johann Angerler, Achim Sibeth, Vom Kultobjekt zur Massenware; Kulturhistorische und kunstethnologische Studie zur figürlichen Holzschnitzkunst der Batak in Nordsumatra/Indonesien. Herbolzheim: Centaurus, 2003, 416 pp. [Sozialökonomische Prozesse in Asien und Afrika 8.] -Greg Bankoff, Eva-Lotta E. Hedman ,Philippine politics and society in the twentieth century; Colonial legacies, post colonial trajectories. London: Routledge, 2000, xv + 206 pp. [Politics in Asia Series.], John T. Sidel (eds) -Peter Boomgard, Andrew Dalby, Dangerous tastes; The story of spices. London: British Museum Press, 2002, 184 pp. -Max de Bruijn, G.J. Schutte, Het Indisch Sion; De Gereformeerde kerk onder de Verenigde Oost-Indische Compagnie. Hilversum: Verloren, 2002, 254 pp. [Serta Historica 7.] -Laura M. Calkins, Jacqueline Aquino Siapno, Gender, Islam, nationalism and the state in Aceh; The paradox of power, co-optation and resistance. London: RoutledgeCurzon, 2002, xxi + 240 pp. -H.J.M. Claessen, Deryck Scarr, A history of the Pacific islands; Passages through tropical time. Richmond: Curzon, 2001, xviii + 323 pp. -Matthew Isaac Cohen, Sean Williams, The sound of the ancestral ship; Highland music of West Java. Oxford: Oxford University Press, 2001, xii + 276 pp. -Freek Colombijn, Raymond K.H. Chan ,Development in Southeast Asia; Review and prospects. Aldershot: Ashgate, 2002, xx + 265 pp., Kwan Kwok Leung, Raymond M.H. Ngan (eds) -Heidi Dahles, Shinji Yamashita, Bali and beyond; Explorations in the anthropology of tourism. Translated and with an introduction by J.S. Eades, New York: Berghahn, 2003, xix + 175 pp. [Asian Anthropologies.] -Frank Dhont, Hans Antlöv ,Elections in Indonesia; The New Order and beyond. With contributions by Hans Antlöv, Syamsuddin Haris, Endang Turmudi, Sven Cederroth, Kaarlo Voionmaa. 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This study aims to apply rational emotive behavior counseling as an effort to reduce cheating behavior of high school students. The design of this study was conducted using a quasi experimental method approach with a pretest-posttest non-equivalent control group design research design. Data analysis techniques using Wilcoxon mached-pairs signed test, with the Asymp.Sig (2-Tailed) 0.028 <0.05, which shows a significant difference. The Z test value is -0.730 with the Asymp.Sig (2-Tailed) number 0.466, because of the Asymp.Sig (2-Tailed) value> 0.05, it can be concluded that there is no significant difference between the posttest value and the experimental group value with the control group, Ho is rejected and Ha is accepted which means that rational emotive behavior counseling is effective in reducing student cheating behavior. The study was carried out starting from January to March 2018, which took place at Darul Hikmah High School. Based on the results of the study, the researchers proposed several suggestions, among others (1) BK teachers, counseling rational emotive behavior can be applied by BK teachers to reduce student cheating behavior practically and can be easily applied; (2) for researchers furthermore, this research uses the pretest and posttest control group design research models, for the next researcher can use other research designs such as action research in BK, or other experimental research. References Andrestia, M. (2010). Pengaruh locus of control goal orientation terhadap cheating mahasiwa Fakultas Psikologi UIN Syarif Hidayatullah Jakarta. Skripsi. Jakarta: UIN Syarif Hidayatullah Jakarta. Anitasari, L. (2012). Hubungan stres dan perilaku merokok pada remaja. Skripsi. Malang: Universitas Negeri Malang. Arabzadeh, S., Ameli, N., Zeinoddini, A., Rezaei, F., Farokhnia, M., Mohammadinejad, P., Ghaleiha, A., & Akhondzadeh, S. (2015). Celecoxib adjunctive therapy for acute bipolar mania: A randomized, double-blind, placebo-controlled trial. Bipolar Disorders, 17(6), 606-614. doi:https://doi.org/10.1111/bdi.12324 Bond, F. W., & Dryden, W. (1996). Why two central REBT hypotheses appear untestable. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 14(1), 29-40. Corey, G. (2015). Theory and practice of counseling and psychotherapy. Canada: Nelson Education. Corey, G. (2012). Case approach to counseling and psychotherapy. Canada: Nelson Education. Dessy, D. A., Suranata, K. S., & Setuti, N. M. (2013). Penerapan konseling rasional emotif dengan teknik kognitif untuk meningkatkan self disclosure siswa kelas X. 6 SMA Negeri 1 Sukasada tahun pelajaran 2012/2013. Jurnal Ilmiah Bimbingan Konseling Undiksha, 1(1), 1-10. https://ejournal.undiksha.ac.id/index.php/JJBK/issue/view/91 Dryden, W. (2014). Rational emotive behaviour therapy: Distinctive features. London: Routledge. Dryden, W. (2003). Reason to change: A rational emotive behaviour therapy (REBT) workbook. London: Routledge. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (1993). How to design and evaluate research in education (Vol. 7). New York: McGraw-Hill. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hartanto, D. (2012). Bimbingan & konseling menyontek: Mengungkap akar masalah dan solusinya. Jakarta: Indeks. Hetherington, E. M., & Feldman, S. E. (1964). College cheating as a function of subject and situationalvariables. Journal of Educational Psychology, 55(4), 212. McCabe, M., & Ricciardelli, L. (2001). Parent, peer and media influences on body image and strategies to both increase and decrease body size among adolescent boys and girls. Adolescence, 36(142), 225-240. https://www.questia.com/library/journal/1G1-79251794/parent-peer-and-mediainfluences-on-body-image-and Nurmayasari, K., & Murusdi, H. (2015). Hubungan antara Berpikir Positif dan Perilaku Menyontek pada Siswa Kelas X SMK Koperasi Yogyakarta. Empathy: Jurnal Fakultas Psikologi, 3(1), 8-15. http://journal.uad.ac.id/index.php/EMPATHY/ article/view/3009/1748 Santrock, J. W., & Curl, R. M. (2003). Adolescence (9th ed.). New York: McGraw-Hill. Setyani, U. (2007). Hubungan antara konsep diri dengan intensi menyontek pada siswa SMA Negeri 2 Semarang. Disertasi. Semarang: Universitas Diponegoro. Sujana, Y. E., & Wulan, R. (1994). Hubungan antara kecenderungan pusat kendali dengan intensi menyontek. Jurnal Psikologi, 21(1994). http://i-lib.ugm.ac.id/jurnal/download.php?dataId=4298 Taylor, K.R. (2003). Bracing for cheating and plagiarism. Diakses melalui https://www.eddigest.com/sub.php Permatasari, D., & Muka, J. R. (2017). Correlation between self–efficacy and cheating behavior onvocational high school students. Prosiding 8th ICLICE 2017. Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., & Kupfer, A. (2011). Children’s efforftul control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433. doi: https://doi.org/10.1080/10409289.2010.505259

The article presents the semantic history of the word flapper that denotes social stereotype of American culture. Being a multifaceted phenomenon of semantic cognition, a sociocultural stereotype presents a condensed and coded information that develops on the background of a cultural context. The semantic analysis from diachronic perspective sets up a correspondence of Latin origin of the word flapper with Indo-European stem that produced a number of words in Germanic languages. The cognate words of related languages reveal conformity of negative connotations determined by attitude to human weakness in different forms of its manifestations. This presumes historically determined negative connotation of the word flapper. The initial designation was motivated by kinetic characteristic of the object – a vertical movement. The meaning “a young and daring American girl of the 1920s” of the word flapper was semantically motivated. As it was stated, at the moment of designation, youth and immaturity of a girl were conceived of a fledgling image, that traditionally symbolizes inexperience of a youngster. This zoomorphic metaphor acts as the source of categorization of a cultural and social phenomenon “Flapper”. References Апресян Ю. Д. Избранные труды: Т. 1: Лексическая семантика. Синонимическиесредства языка. М.: Языки русской культуры, 1995.Apresyan, Yu. D. (1995). Izbrannyie Trudy: T.1. Leksicheskaya Semantika.Sinonimicheskie Sredstva Yazyka [Lexical Semantics. Synonymic Means of Language].Moscow: Yazyki Russkoy Kultury. Арутюнова Н. Д. Язык и мир человека. Часть IV: В сторону семиотики и стилистики.М.: Высшая школа, 1999.Arutyunova, N. D. (1999). Yazyk i Mir Cheloveka. P. IV: V Storonu Semiotiki i Stilistiki[Language and Human World. Part 4: Towards Semiotics and Stylistics]. Moscow:Vysshaya Shkola. Гумбольдт В. Избранные труды по языкознанию. М.: Прогресс, 1984.Humboldt, W. (1984). 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This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts. Keywords: Assessment, Brain-based teaching, Mind mapping References Anthony, J. N. (2001). Educational Assesment of Student. New Jersey: Merril Prentice Hall. Armstrong, T. (2009). Multiples Intelligences in the Classroom. Virginia: SCD. Bagnato, S. J. (2007). Authentic Assessment for Early Childhood Intervention. New York: The Guilford Press. Bellman, M., & Byrne, O. (2013). Developmental assessment of children, (January), 4–9. https://doi.org/10.1136/bmj.e8687 Blessing, O. O., & Olufunke, B. T. (2015). Comparative Effect of Mastery Learning and Mind Mapping Approaches in Improving Secondary School Students’ Learning Outcomes in Physics. Science Journal of Education, 3(4), 78–84. Bowman, B. T., Donovan, M. S., & Burns, M. S. (2001). Eager to Learn. Eager to Learn. Washington DC: NAtional Academy Press. https://doi.org/10.17226/9745 Bricker, D., & Squires, J. (1999). Ages and stages questionnaires: A parent completed, child-monitoring system (2nd editio). Baltimore, MD: Brookes Publishing. Buzan, T. & Buzan, B. (1996). The mind map book: How to use radiant thinking to maximize your brain’s untapped potential. New York: Plume. Buzan, T. (1974). Use Your Head. Innovative Learning and Thinking Techniques to Fulfil Your Mental Potential. BBC books. Choo, Y. Y., Yeleswarapu, S. P., How, C. 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e4261115Collaborative work presents itself as a response to individualism, historically marked in the culture of school institutions. The article analyzes the modes of collaboration that constitute the professional learning communities, their relations with the school culture and with the process of novice teacher’s insertion. The forms of interaction among teachers in the workplace described as collaborative do not always express goals, common actions and broader decisions that involve the improvement of practices, knowledge and concepts that result in the quality of teaching and management. The school institution needs to take a stand in relation to these decisions and create conditions so that new forms of collaboration can benefit the teacher pedagogical work.The characteristics and dimensions of collaborative groups constituted as learning communities are explored based on criteria presented in literature, in the perspective of ensuring teacher’s learning and professional development. The analysis of a collaborative learning pedagogical experience in the scope of teacher research and the university-school relationship is presented as an enhancer for reflection, for questioning beliefs and values, as well as for problematizing the didactic choices that will guide teachers practice in the classroom.ResumoO trabalho colaborativo se apresenta como resposta ao individualismo marcado historicamente na cultura das instituições escolares. O artigo analisa os modos de colaboração que constituem as comunidades de aprendizagem profissional, suas relações com a cultura da escola e com o processo de inserção de professores iniciantes. As formas de interação entre docentes nos locais de trabalho e descritas como colaboração nem sempre expressam metas, ações comuns e decisões mais amplas que envolvem a melhoria das práticas, dos conhecimentos e das concepções e que resultem na qualidade da docência e da gestão. A instituição escolar precisa se posicionar em relação a essas decisões e criar condições para que novas formas de colaboração beneficiem o trabalho pedagógico do professor. As características e dimensões dos grupos colaborativos constituídos como comunidades de aprendizagem são exploradas a partir de critérios apresentados pela literatura na perspectiva de assegurar a aprendizagem e o desenvolvimento profissional dos professores em inserção profissional. A análise de uma experiência pedagógica de aprendizagem colaborativa no âmbito da pesquisa de professores e da relação universidade-escola é apresentada como potencializadora da reflexão, do questionamento de crenças e valores, assim como da problematização das escolhas didáticas que orientarão a prática de professores na sala de aula.Palavras-chave: Comunidades de aprendizagem, Grupos colaborativos, Cultura da escola, Inserção profissional.Keywords: Learning communities, Collaborative groups, School culture, Professional insertion.ReferencesANDRADE, M. F. R. de; APARICIO, A. S. M. A construção colaborativa de sequências didáticas de gêneros textuais: uma estratégia inovadora de formação docente. in: ANDRÉ, M.A.D.A. de. (org.). Práticas inovadoras na formação de professores. Campinas (SP): Papirus, 2016.CALVO, G. Desarrollo professional docente: el aprendizage professional colaborativo. In: Temas críticos para formular nuevas políticas docentes em América Latina y el Caribe: el debate atual. Chile: Unesco, 2014.CRISTÓVÃO, V.L.L. A relação entre teoria e prática no desenvolvimento do professor. In: MAGALHÃES, M. C. C. A formação do professor como um profissional crítico: linguagem e reflexão. 2 ed. Campinas – SP: Mercado de Letras, pp. 179-198, 2009.DOLZ J.; NOVERRAZ, M.; SCHNEUWLY, B. Sequências didáticas para o oral e a escrita: apresentação de um procedimento. In: SCHNEULWY, B; DOLZ, J. et al. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2004.FERREIRA, F.I.; FLORES, M.A. Repensar o sentido de comunidade de aprendizagem: contributos para uma concepção democrática e emancipatória In: Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.FIORENTINI, D.; CRECCI, V. Interlocuções com Marilyn Cochran-Smith sobre aprendizagem e pesquisa do professor em comunidades investigativas. Revista Brasileira de Educação, v. 21, n. 65, abr.-jun. 2016.FULLAN, N.; HARGREAVES A. Por que é que vale a pena lutar?. Porto: Porto Editora, 2001.GAMA, R. P.; FIORENTINI. D. Formação continuada em grupos colaborativos: professores de matemática iniciantes e as aprendizagens da prática profissional. Educ. Matem. Pesq., São Paulo, v.11, n.2, pp.441-461, 2009.IMBERNÓN, F. Formação Permanente do Professorado: novas tendências. São Paulo: Cortez, 2009.LIMA, J.A. As culturas colaborativas nas escolas – Estruturas, processos e conteúdos. Porto: Porto Editora, 2002.LIMA, J.A. Comunidades profissionais nas escolas: o que são e o que não são In: FLORES, M.A.; FERREIRA, F.I. Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.LOSANO, A. L. Aprendizagem e desenvolvimento profissional de professores iniciantes que participam de comunidades investigativas. Zetetiké, Campinas, SP, v.26, p.441-463, n.3, set./dez.2018.MARCELO GARCÍA, C. Formação de professores: para uma mudança educativa. Portugal: Porto Editora, 1999.MIZUKAMI, M. G. N. Escola e desenvolvimento profissional da docência. Escola e aprendizagem da docência: processos de investigação e formação. São Carlos: EduFSCar, 2003.MONTALVÃO, E. C. O desenvolvimento profissional de professoras iniciantes mediante um grupo colaborativo de trabalho. 2008. 230f. Tese de doutorado em Ciências Humanas. Universidade Federal de São Carlos, São Carlos, 2008.MORGADO, J.M. Currículo e Profissionalidade Docente. Portugal: Porto Editora, 2005.MUNTHE, E. Recognisin uncertainty and risk in the development of teachers’learning communities. In: ZELLERMAYER, M.; MUNTHE E. Teacher’s Learning in Communities International Perspectives. Rotterdam: Sense Publishers, 2007.PASSOS, L.F.; ANDRÉ, M. O trabalho colaborativo, um campo de estudo. In: ALMEIDA, L.R.; PLACCO, V.M.N. O coordenador pedagógico e o trabalho colaborativo na escola. São Paulo: Edições Loyola, 2016.PÉREZ-GÓMES, A.I. A cultura escolar na sociedade neoliberal. Porto Alegre: ArtMed, 2001.ROLDÃO, M.C. Colaborar é preciso – questões de eficácia e qualidade no trabalho dos professores. Noesis, n.71, p. 24-29, 2007.ROSENHOLTZ, S. Teachers Workplace: The Social Organization of Schools. Nova York: Longman, 1989.THURLER, M. G. Inovar no interior da escola. Porto Alegre: Artmed, 2001.TRICE, H.; BEYER, J.M. The culture of Work Organizations. Englewood Cliffs, NJ: Prentice-Hall, 1993.VAILLANT, D. Directivos y comunidades de aprendizagem docente: um campo em construcción. Revista Eletrônica de Educação. v. 13, n.1, p. 87-106, jan./abr. 2019.VYGOTSKY, L.S. A formação social da mente. 6. Ed. São Paulo: Martins Fontes, 1998.WONG, H.K. Induction Programs that Keep New Teachers Teaching and Improving. NASSP Bulletin, v.88, n.638, p.41-58, March, 2004.

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. 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Concurrently with the rapid development in digital society, the demand for communication skills was clear in childhood. Early childhood education needs to pay attention to children's speech skills development. This study aims to determine the effect of cognitive style and attachment on the ability to speak in early childhood speech development. The method used is a 2 x 2 factorial comparison design which is divided into two groups namely independent and dependent fields involving 138 samples. Re- search findings about differences in the ability to speak early childhood who have independent field cognitive style and children who have field dependent cognitive style in groups of children with high attachment obtained (A2B1), obtained Q count = 9.39 and Q table (0.05; 4: 10) = 4 , 33. 4). Differences in the ability to speak early childhood who have an independent field cognitive style and children who have a field dependent cognitive style in groups of children with low attachment obtained (A2B2), ob- tained Q count = 4.39 and Q table (0.05; 4: 10) = 4 , 33. It show that early children who have independent field cognitive style have higher speech skills scores than early children who have field dependent cog- nitive style while early children who are independent field cognitive style with low attachment have lower speech skills scores than early childhood the field dependent cognitive style with low attachment. Keywords: Cognitive style and Attachment, Early Childhood, Speech Skills Reference Aulya Purnama, R., & Wahyuni, S. (2018). Kelekatan (Attachment) pada Ibu dan Ayah Dengan Kompetensi Sosial pada Remaja. Jurnal Psikologi, 13(1), 30. https://doi.org/10.24014/jp.v13i1.2762 Berk, L. E. (2007). Child Development Boston. Pearson (seventh Ed). 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The knowledge of the science of human body parts for early childhood is very important so that children have the ability to recognize and support the cleanliness and health of members of the body, as well as so that they recognize their identity. In addition, introducing environmentally friendly material for early childhood teachers to enrich learning media. This study aims to improve student learning outcomes in science using environmentally friendly media. The topic raised in this search was about recognizing body parts and their benefits and treatments. This type of research is action research. Respondents involved 19 early childhood students. The results showed that there was an increase in subjects' understanding of swallowing extremities and treatment 60% in the pre-cycle phase, 80% in the first cycle and 93% in the second cycle. The findings show that the use of happy body media has a positive effect on limb recognition. Further research is recommended on environmentally friendly media and ways of introducing limbs to early childhood through media or strategies suitable for the millennial era. Keywords: Media (Happy Body), Early Childhood Science, Human Body Parts References: Anagnou, E., & Fragoulis, I. (2014). The contribution of mentoring and action research to teachers’ professional development in the context of informal learning. Review of European Studies, 6(1), 133–142. Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Black, M. M., & Hurley, K. M. (2016). Early child development programmes: further evidence for action. The Lancet Global Health, 4(8), e505–e506. Blok, H., Fukkink, R., Gebhardt, E., & Leseman, P. (2005). The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention. 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This study aims to examine the effectiveness of cognitive behavior group guidance in reducing the negative mindset of vocational students. The study was carried out starting from February to July 2018, which took place at the SMK Kepuhdoko Tembelang Jombang. This study used an experimental design with the design of the Pretest and Posttest Design Group. Data were analyzed by Paired Sample Test t-test, obtained the result of tcount was 6,500 and probability number (Sig. (2-tailed) was 0.001 with df = 5. Then the results were compared with the ttable at a significant level of 5% test 2 parties with df = 5, so that the ttable is 2.571 or 6,500> 2,571. The probability value obtained is 0.001> 0.005, so it can be concluded that cognitive behavior group guidance is effective in reducing the negative mindset of vocational high-school students based on the results of the research recommended for teacher`s guidance and counseling. Applying cognitive-behavioral group guidance as one of the alternative help in reducing the negative mindset of high-school students. Furthermore, researchers can use the results of this study to be used as a reference related to cognitive behavior group guidance, and further researchers can use research designs other than one group pretest and posttest design, for example time series design and n single-subject design. References Arikunto, S. (2010). Penelitian suatu pendekatan praktik edisi revisi. Jakarta: PT. Rineka Cipta. Depdiknas. (2012). Dokumen kurikulum 2013. Jakarta: Kemendikbud. Dewi, S., Tobing, D. H., & Hizkia, D. (2014). Kebermaknaan hidup pada anak pidana di Bali. Jurnal Psikologi Udayana, 1(2), 322-334. Elfiky, I. (2013). Terapi berpikir positif. Jakarta: Penerbit Zaman. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (1966). Adolescent development (3rd ed.). New York, NY, US: McGraw-Hill. Mardhika, R. (2016). Hubungan pola pikir negatif dan kecemasan terhadap cara berbicara di depan umum mahasiswa program studi pendidikan kepelatihan olahraga. Jurnal Buana Pendidikan, 12(22), 88-98. http://jurnal.unipasby.ac.id/index.php/jurnal_buana_pendidikan/article/view/620 Matson, J. L., & Ollendick, T. H. (1988). Enhancing children's social skills. Oxpord: Pergamon Press. Muqodas, I. (2011). Cognitive-behaviour theraphy: Solusi pendekatan praktek konseling di Indonesia. Diakses dari http://idatmuqodas.blogspot.com/2012/02/cognitive-behaviortherapy-solusi.html Rini, J. F. (2002). Memupuk rasa percaya diri. Jakarta: Team e-Psikologi. Rusydi, A. (2012). Husn Al-Zhann: Konsep berpikir positif dalam perspektif psikologi islam dan manfaatnya bagi kesehatan mental. Jurnal Proyeksi, 7(1), 1-31. doi: http://dx.doi.org/10.30659/p.7.1.1-31 Santrock, J. W. (2003). Perkembangan remaja. Jakarta: Erlangga. Sary, Y. N. E. (2017). Perkembangan kognitif dan emosi psikologi masa remaja awal. J-PENGMAS (Jurnal Pengabdian kepada Masyarakat), 1(1), 6-12. http://ojshafshawaty.ac.id/index.php/jpengmas/article/view/1 Siregar, E. Y. (2013). Penerapan cognitive behavior therapy (cbt) terhadap pengurangan durasi bermain games pada individu yang mengalami games addiction. Jurnal Psikologi, 9(1), 17-24. doi: http://dx.doi.org/10.24014/jp.v9i1.136 Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta. Wati, S. (2017). Efektivitas pendekatan konseling kognitif perilaku dalam mengatasi dampak negatif alat komunikasi (smartphone) pada peserta didik kelas XI SMK PGRI 4 Bandar Lampung tahun 2015-2016. Tesis. Lampung: IAIN Raden Intan Lampung.

The study aims to improve the learning outcomes in the field of knowledge and inquiry skill in class VIII 5 SMP Negeri 14 Kendari on the subject matter of light in atmosphere as the effect of applying the guided inquiry learning model assisted by science KIT. The method of the study used a classroom action research with research design is cycle model. The research subject is the students of class VIII 5 SMP Negeri 14 Kendari in the academic year 2016/2017 which consist of 26 students. The learning data achievements of the learners' realm were obtained through the learning result test (cycle test), the skill data of the learners were obtained through the inquiry sheet, and then was analyzed used the descriptive statistics. Results of data analysis are: 1) learning outcomes increased from 60,31 in cycle I to 75 in cycle II; 2) the students group inquiry skill increased form average value 2.68 (enough category) in the cycle I to 3.15 (good category) in cycle II; 3) the students mastery learning percentage increase from 42.31% (11 students) in cycle I to 77% (20 students) in cycle II. It could be concluded that the implementation of guided inquiry learning model assisted by science KIT could improve the learning outcomes of knowledge and inquiry skill domain on Class VIII 5 SMP Negeri 14 Kendari in the subject matter of light in atmosphere. Keywords: guided inquiry, inquiry skills, learning outcomes,science KIT. References Ahmadi, L. (2015). Pemanfaatan Alat KIT pada Pembelajaran.Gorontalo: Universitas Negeri Gorontalo. Aksa, F.I., Utaya, S., & Bachri, S. (2019). Geografi dalam Perspektif Filsafat Ilmu. Majalah Geografi Indonesia,33(1), 43-37. Amaliana, I. (2017). 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The Effect Guided Inquiry to Critical Thinking Ability to Build Student Character in Geography Subject. Social Science, Education and Humanities Research,9(1), 367-371. Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2015). Guided Inquiry: Learning In The 21st Century(2nd ed.). California: Libraries Unlimeted. Mulyana, S., Rusdi, & Vivanti, D. (2018). The Effect of Guided Inquiry Learning Model and Scientific Performance on Student Learning Outcome. Indonesian Journal of Science and Education, 2(1), 105-109. Niana, R., Sarwanto, & Ekawati, E.Y. (2016). The Application of Guided Inquiry Model on Physic Learning to Improve Scientific Attitude and Students Analysis Ability. Proceedings of the 2nd International Conference on Teacher Training and Education Sebelas Maret University,2(1), 605-615. Piaget, J. (1970). Science of Education and the Psychology of The Child. New York: Wiley. Putra, M.I.S., Widodo, W., & Jatmiko, B. (2016). 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Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly, 32, 13–22. https://doi.org/10.1016/j.ecresq.2015.01.003 Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. In Encyclopedia on Early Childhood Development (Play-Based, pp. 1–5). OISE University of Toronto. Ejuu, G., Apolot, J. M., & Serpell, R. (2019). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood. https://doi.org/10.1177/2043610619832898 Faas, S., Wu, S.-C., & Geiger, S. (2017). The Importance of Play in Early Childhood Education: A Critical Perspective on Current Policies and Practices in Germany and Hong Kong. Global Education Review, 4(2), 75–91. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play. Child Development, 84(6), 1872–1878. https://doi.org/10.1111/cdev.12091 Hennessey, P. (2016). Full – Day Kindergarten Play-Based Learning : Promoting a Common Understanding. Education and Early Childhood Development, (April), 1–76. Retrieved from gov.nl.ca/edu Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: a retrospective study of active free play. Children’s Geographies, 13(1), 73–88. https://doi.org/10.1080/14733285.2013.828449 Jay, J. A., & Knaus, M. (2018). Embedding play-based learning into junior primary (Year 1 and 2) Curriculum in WA. Australian Journal of Teacher Education, 43(1), 112–126. https://doi.org/10.14221/ajte.2018v43n1.7 Kathy, E. (2016). Play-based versus Academic Preschools. Parent Cooperative Preschool International, 1–3. Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2013 Tentang Standar Nasional Pendidikan Anak Usia Dini. , (2015). Peng, Q. (2017). Study on Three Positions Framing Kindergarten Play-Based Curriculum in China: Through Analyses of the Attitudes of Teachers to Early Linguistic Education. Studies in English Language Teaching, 5(3), 543. https://doi.org/10.22158/selt.v5n3p543 Pyle, A., & Bigelow, A. (2015). Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms. Early Childhood Education Journal, 43(5), 385–393. https://doi.org/10.1007/s10643-014-0666-1 Pyle, A., & Danniels, E. (2017). A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play. Early Education and Development, 28(3), 274–289. https://doi.org/10.1080/10409289.2016.1220771 Reid, A. (2009). Is this a revolution?: A critical analysis of the Rudd government’s national education agenda. Curriculum Perspectives, 29(3), 1–13. Ridgway, A., & Quinones, G. (2012). How do early childhood students conceptualize play-based curriculum? Australian Journal of Teacher Education, 37(12), 46–56. https://doi.org/10.14221/ajte.2012v37n12.8 Rogers, S., & Evans, J. (2007). Rethinking role play in the Reception class. Educational Research, 49(2), 153–167. https://doi.org/10.1080/00131880701369677 Samuelsson, I. P., & Johansson, E. (2006). Play and learning-inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47–65. https://doi.org/10.1080/0300443042000302654 Saracho, O. N. (2010). Children’s play in the visual arts and Literature. Early Child Development and Care. Saracho, O. N. (2013). An integrated play-based curriculum for young children. In An Integrated Play-Based Curriculum for Young Children. https://doi.org/10.4324/9780203833278 Stufflebeam, D. L. (2003). The CIPP model for evaluation. In Oregon Program Evaluators Network (pp. 31–62). https://doi.org/doi:10.1007/978-94-010-0309-4_4 Sturgess, J. (2003). A model describing play as a child-chosen activity - Is this still valid in contemporary Australia? Australian Occupational Therapy Journal, 50(2), 104–108. https://doi.org/10.1046/j.1440-1630.2003.00362.x Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thompson, G. (2013). NAPLAN, myschool and accountability: Teacher perceptions of the effects of testing. International Education Journal, 12(2), 62–84. van Oers, B. (2012). Developmental education for young children: Concept, practice and implementation. Developmental Education for Young Children: Concept, Practice and Implementation, 1–302. https://doi.org/10.1007/978-94-007-4617-6 van Oers, B. (2015). Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. 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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104 Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 11–12. Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72(7), 30–33. Borowske, K. (2005). Curiosity and Motivation-to-Learn (hal. 346–350). Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington D.C.: National Academy Press. Buday, S. K., Stake, J. E., & Peterson, Z. D. (2012). Gender and The Choice of a Science Career: The Impact of Social Support and Possible Selves. Sex Roles. Diambil dari https://doi.org/10.1007/s11199-011-0015-4 Bustamance, S. A., White, J. L., & Grienfield, B. daryl. (2018). Approaches to learning and science education in Head Start: Examining bidirectionality. Early Childhood Science Quarterly. Caballero Garcia, P. A., & Diaz Rana, P. (2018). Inquiry-Based Learning: an Innovative Proposal for Early Childhood Education. Journal of Learning Styles, 11(22), 50–81. Cridge, B. J., & Cridhe, A. G. (2011). Evaluating How Universities Engage School Student with The Science: a Model Based on Analysis of The Literature. Australian University Review. Darmadi. (2017). Pengembangan Model dan Metode Pembelajaran dalam Dinamika Belajar Siswa. Yogyakarta: Deepublish. Doǧru, M., & Şeker, F. (2012). The effect of science activities on concept acquisition of age 5-6 children groups. Kuram ve Uygulamada Egitim Bilimleri, 12(SUPPL. 4), 3011–3024. Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. (2015). Exploring Preschool Children’s Science Content Knowledge. Early Education and Development, 26(1), 125–146. https://doi.org/10.1080/10409289.2015.968240 Halim, L., Abd Rahman, N., Zamri, R., & Mohtar, L. (2018). The roles of parents in cultivating children’s interest towards science learning and careers. Kasetsart Journal of Social Sciences, 39(2), 190–196. https://doi.org/10.1016/j.kjss.2017.05.001 Jirout, J. J. (2011). Curiosity and the Development of Question Generation Skills, (1994), 27–30. Justice, L. M., & Kaderavek, J. (2004). Embedded-explicit emergent literacy I: Background and description of approach. Language, Speech, and Hearing Services in Schools, 35, 201–211. Lind, K. K. (1998). Science in Early Childhood: Developing and Acquring Fundamental Concepts and Skills. Retrieved from ERIC (ED418777), 85. Diambil dari http://files.eric.ed.gov/fulltext/ED418777.pdf Lind, K. K. (2005). Exploring science in early childhood. (4 ed.). New York: Thomson Delmar Learning. Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education. Youngquist, J., & Pataray-Ching, J. (2004). Revisiting ‘“play”’: Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171–178.

This study aims to test the effectiveness of reality counseling to improve students' self-identity in junior high. This research uses pre experimental with pretest-posttest one group design. The data analysis used is paired test of T-test. To see the change of self-understanding level in the experimental group between pretest and posttest by looking at the price of ttable on the degrees of freedom (dk), ie the amount is N-1, and at a significant level α = 0.05 (95%) then obtained ttable = 1.771, assuming if thitung > ttabel then Ha "received" the meaning of group reality counseling is effective to improve understanding of the identity of junior high-school students. The research was carried out starting from April to July 2018, which took place at SMP Negeri 2 Mojosari. Based on the findings of the study, it is suggested as follows (1) for Guidance and Counseling teachers, group counseling can be applied effectively in schools, especially in improving understanding of students' self-identities; (2) for researchers, furthermore, group reality counseling is effective in improving self-understanding students, should be able to be an inspiration in doing further research by applying group counseling with other techniques, especially in an effort to improve students' self-identity understanding. References Andreouli, E. (2010). Identity, positioning and self-other relations. Papers on Social Representations, 19(1), 14-1. Azwar, A., & Prihartono, J. (2003). Metodologi penelitian kedokteran dan kesehatan masyarakat. Batam: Binarupa Akara. Brooks, M., & Knowles, D. (1982). Parents' views of children's imaginary companions. Child Welfare, 61(1). 25-33. Corey, G. (2009). Theory and practice of counseling and psychotherapy. Belmont, CA: Brooks. Depdiknas. (2010). Buku pedoman sertifikasi pendidik untuk dosen tahun 2010: Buku I naskah akademik. Direktorat Jenderal Pendidikan Tinggi. Gunarsa, S. D. (2005). Psikologi perkembangan anak dan remaja. Jakarta: Gunung Mulia. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi:https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK Etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi:http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hurlock, E. B. (2001). Developmental psychology. New York: Tata McGraw-Hill Education. Heriyadi, A. (2013). Meningkatkan penerimaan diri (self acceptance) siswa kelas VIII melalui konseling realita di SMP Negeri 1 Bantarbolang Kabupaten Pemalang tahun ajaran 2012/2013. Disertasi. Semarang: Universitas Negeri Semarang. Latipun. (2008). Psikologi konseling. Malang: UPT Penerbitan Universitas Muhammadiyah Malang. Masrohan, A. (2014). Penerapan konseling kelompok realita teknik WDEP untuk meningkatkan disiplin belajar siswa kelas XI IPS SMA Negeri 1 Rogojampi Banyuwangi. Jurnal BK UNESA, 4(3). 1-10. http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/article/view/9046 Nurihsan, A. J. (2005). Strategi layanan bimbingan dan konseling. Bandung: Refika Aditama. Papalia, D. E., Olds, S.W., & Feldman, R.D. (2008). Psikologi perkembangan. Jakarta: Kencana. Purwanti, F. (2013). Identitas diri remaja pada siswa kelas XI SMA Negeri 2 Pemalang ditinjau dari jenis kelamin. Skripsi. Semarang: Universitas Negeri Semarang. Ristianti, A. (2012). Hubungan antara dukungan sosial teman sebaya dengan identitas diri pada remaja diSMA Pusaka 1 Jakarta. Skripsi. Jakarta: Universitas Gunadarma. Sarwono, S. W. (2011). Psikologi remaja. Depok: PT. Rajagrafindo Persada. Sugiyono, P. (2010). Metode penelitian kuantitatif, kualitatif, dan R&D. Bandung: CV Alfabeta. Wells, G. B., & Hansen, N. D. (2003). Lesbian shame: Its relationship to identity integration and attachment. Journal of Homosexuality, 45(1), 93-110. doi: http://psycnet.apa.org/doi/10.1300/J082v45n01_05 Yusuf LN, Syamsu. (2004). Psikologi perkembangan anak & remaja. Bandung: PT Remaja Rosdakarya.

In this article, reflectivity is considered as an individual general ability to develop different attitudes to life events in order to reduce an external and internal uncertainty in situations. The objective of the research is to examine the self-assessment criteria for reflectivity with psychosemantic procedure. The author designs a modified version of the Ch. Osgood’s (1957) Semantic Differential (SD) for examining the content and formal features of the self-assessment criteria of reflectivity. This study suggests two main processes of self-assessment of reflectivity, notably differentiation and integration. The results of factor analysis indicate that individuals with high reflectivity level are aligned with low differentiation of the semantic space and monolithic nature of self-assessment criteria. The coherence and consistency of self-assessment criteria reduce the individuals’ level of inner uncertainty, transform external problems to familiar tasks and increase an efficient decision-making. A high level of differentiation is related to individual readiness to make a correct decision in the situation of multiple choice. High differentiation increases the individual adjustment and prevents from poor effects of high reflectivity. Consequently, a high level of reflectivity is associated with a low level of differentiation of self-assessment criteria. References Грановская Р.М. Психология веры. Санкт-Петербург: Питер, 2010. Карпов А.В. Психология рефлексивных механизмов деятельности. Москва: Изд-во «Институт психологии РАН», 2004. Карпов А.В., Пономарева В.В. Психология рефлексивных механизмов управ­ления. М.: Изд­во ИП РАН, 2000. Лактионов А.Н. Координаты индивидуального опыта. Харьков: Харьк. нац. ун-т им. В. Каразина, 2010. Леонтьев Д.А. 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Структура семантичного простору, що відображає уявлення суб’єкта про власну рефлексивну активність // East European Journal of Psycholinguistics. 2015. Т. 2 (1), 114–123. Чуприкова Н.И. Психология умственного развития: Принцип дифференциации. Москва : АО «Столетие», 1997. Gawronski, B. & Bodenhausen, G. (2006). Associative and propositional processes in evaluation: An integrative review of implicit and explicit attitude change. Psychological Bulletin, 132(5), 692-731. Halpern, D. F. (2001). Assessing the Effectiveness of Critical Thinking Instruction. The Journal of General Education, 50(4), 270–286. Harvey, O.J., Hunt, D. E., & Schroder, H. M. (1961). Conceptual System and Personality Organization. New York: Wiley & Sons. Janzen, G. (2006). The Representational Theory of Phenomenal Character: A Phenomenological Critique. Phenomenology and the Cognitive Sciences, 5, 321–339 [in English]. Kriegel, U. (2003). Consciousness as Intransitive Self-Consciousness: Two views. Canadian Journal of Philosophy, 33, 103-132. Lieberman, M. D., Gaunt, R., Gilbert, D. T., & Trope, Y. (2002). Reflexion and reflection: A social cognitive neuroscience approach to attributional inference. In Advances in experimental social psychology (Vol. 34, pp. 199-249). Academic Press. Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking rumination. Perspectives on Psychological Science, 3(5), 400–424. Peters, F. (2013). Theories of consciousness as reflexivity. The Philosophical Forum, 44, 341-372. Savchenko O. (2016b) The formation level of the components of the reflective experience as a factor of the students` educational success. Psychological Prospects, 28, 269-282. References (translated and transliterated) Granovskaya, R. M. (2010). Psihologiya Very [Psychology of Faith]. S.-Petersburg: Piter. Karpov, A. V. (2004). Psihologiya Refleksivnyh Mehanizmov Deyatelnosti [Psychology of Reflective Activity Mechanisms]. 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In recent years, STEAM (Science, Technology, Engineering, Art, and Mathematics) has received wide attention. STEAM complements early childhood learning needs in honing 2nd century skills. This study aims to introduce a loose section in early childhood learning to pre-service teachers and then to explore their perceptions of how to use loose parts in supporting STEAM. The study design uses qualitative phenomenological methods. FGDs (Focus Group Discussions) are used as data collection instruments. The findings point to two main themes that emerged from the discussion: a loose section that supports freedom of creation and problem solving. Freedom clearly supports science, mathematics and arts education while problem solving significantly supports engineering and technology education. Keywords: Early Childhood Educators, Loose-part, STEAM References: Allen, A. (2016). Don’t Fear STEM: You Already Teach It! Exchange, (231), 56–59. Ansberry, B. K., & Morgan, E. (2019). Seven Myths of STEM. 56(6), 64–67. Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: the teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X.2014.991099 Becker, K., & Park, K. (2011). Effects of integrative approaches among science , technology , engineering , and mathematics ( STEM ) subjects on students ’ learning : A preliminary meta-analysis. 12(5), 23–38. Berk, L. E. (2009). Child Development (8th ed.). Boston: Pearson Education. Can, B., Yildiz-Demirtas, V., & Altun, E. (2017). The Effect of Project-based Science Education Programme on Scientific Process Skills and Conception of Kindergargen Students. 16(3), 395–413. Casey, T., Robertson, J., Abel, J., Cairns, M., Caldwell, L., Campbell, K., … Robertson, T. (2016). Loose Parts Play. Edinburgh. Cheung, R. H. P. (2017). Teacher-directed versus child-centred : the challenge of promoting creativity in Chinese preschool classrooms. Pedagogy, Culture & Society, 1366(January), 1–14. https://doi.org/10.1080/14681366.2016.1217253 Clements, D. H., & Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75–94. Cloward Drown, K. (2014). Dramatic lay affordances of natural and manufactured outdoor settings for preschoolaged children. Dejarnette, N. K. (2018). Early Childhood Steam: Reflections From a Year of Steam Initiatives Implemented in a High-Needs Primary School. Education, 139(2), 96–112. DiGironimo, N. (2011). What is technology? Investigating student conceptions about the nature of technology. International Journal of Science Education, 33(10), 1337–1352. https://doi.org/10.1080/09500693.2010.495400 Dugger, W. E., & Naik, N. (2001). Clarifying Misconceptions between Technology Education and Educational Technology. The Technology Teacher, 61(1), 31–35. Eeuwijk, P. Van, & Zuzana, A. (2017). How to Conduct a Focus Group Discussion ( FGD ) Methodological Manual. Flannigan, C., & Dietze, B. (2018). Children, Outdoor Play, and Loose Parts. Journal of Childhood Studies, 42(4), 53–60. https://doi.org/10.18357/jcs.v42i4.18103 Fleer, M. (1998). The Preparation of Australian Teachers in Technology Education : Developing The Preparation of Australian Teachers in Technology Education : Developing Professionals Not Technicians. Asia-Pacific Journal of Teacher Education & Development, 1(2), 25–31. Freitas, H., Oliveira, M., Jenkins, M., & Popjoy, O. (1998). The focus group, a qualitative research method: Reviewing the theory, and providing guidelines to its planning. In ISRC, Merrick School of Business, University of Baltimore (MD, EUA)(Vol. 1). Gomes, J., & Fleer, M. (2019). The Development of a Scientific Motive : How Preschool Science and Home Play Reciprocally Contribute to Science Learning. Research in Science Education, 49(2), 613–634. https://doi.org/10.1007/s11165-017-9631-5 Goris, T., & Dyrenfurth, M. (n.d.). Students ’ Misconceptions in Science , Technology , and Engineering . Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of Loose Parts in Early Childhood Outdoor Classrooms: A Scoping Review. The International Journal of Early Childhood Environmental Education, 6(3), 37. Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. https://doi.org/10.1080/01443410.2013.875518 Jarvis, T., & Rennie, L. J. (1996). Perceptions about Technology Held by Primary Teachers in England. Research in Science & Technological Education, 14(1), 43–54. https://doi.org/10.1080/0263514960140104 Jeffers, O. (2004). How to Catch a Star. New York: Philomel Books. Kiewra, C., & Veselack, E. (2016). Playing with nature: Supporting preschoolers’ creativity in natural outdoor classrooms. International Journal of Early Childhood Environmental Education, 4(1), 70–95. Kuh, L., Ponte, I., & Chau, C. (2013). The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments, 23(2), 49–77. Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2019). What is technology? Development and evaluation of a simple instrument for measuring children’s conceptions of technology. International Journal of Science Education, 41(2), 188–209. https://doi.org/10.1080/09500693.2018.1545101 Liamputtong. (2010). Focus Group Methodology : Introduction and History. In Focus Group MethodoloGy (pp. 1–14). Liao, C. (2016). From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education. 69(6), 44–49. https://doi.org/10.1080/00043125.2016.1224873 Lindeman, K. W., & Anderson, E. M. (2015). Using Blocks to Develop 21st Century Skills. 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Exploring Young Children’s Understanding About the Concept of Volume Through Engineering Design in a STEM Activity: A Case Study. International Journal of Science and Mathematics Education, 16(2), 275–294. https://doi.org/10.1007/s10763-016-9776-0 Rahardjo, M. M. (2019). Implementasi Pendekatan Saintifik Sebagai Pembentuk Keterampilan Proses Sains Anak Usia Dini. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(2), 148–159. https://doi.org/10.24246/j.js.2019.v9.i2.p148-159 Robison, T. (2016). Male Elementary General Music Teachers : A Phenomenological Study. Journal of Music Teacher Education, 26(2), 77–89. https://doi.org/10.1177/1057083715622019 Rocha Fernandes, G. W., Rodrigues, A. M., & Ferreira, C. A. (2018). Conceptions of the Nature of Science and Technology: a Study with Children and Youths in a Non-Formal Science and Technology Education Setting. Research in Science Education, 48(5), 1071–1106. https://doi.org/10.1007/s11165-016-9599-6 Sawyer, R. K. (2006). 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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). The development of a community of inquiry over time in an online course: Understanding the progression and integration of social, cognitive and teaching presence. Journal of Asynchronous Learning Networks, 12, 3-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ837483.pdf Akyol, Z., Garrison, D. R., & Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65-83. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/765/1436 Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group, LLC. Retrieved from https://www.utc.edu/learn/pdfs/online/sloanc-report-2014.pdf Alreck, P. L., & Settle, R. B. (2004). The Survey Research Handbook (3rd ed.) New York, NY: McGraw-Hill Irwin. 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Arts and Culture Education develops students' sense of taste, creativity, and aesthetic tastes in art, develops ethics, social awareness and cultural awareness of students in social life, and a love of Indonesian culture. One of the cultural art materials learned for the Upper Middle School level about two-dimensional art. But students in class X IIS 1 of SMA Negeri 1 Labuhan Deli increased the difficulty of learning two-dimensional art results to be low. Therefore this research was conducted which was intended to improve student learning outcomes using the Role Playing model. This research is a classroom action research (CAR) conducted in two cycles. The data collection technique used is a test of learning outcomes. Analysis of the data used is the equation of individual absorption and the percentage of classical absorption. The results of the study prove that an increase in student learning outcomes using role playing models in two-dimensional art material at SMAN 1 Labuhan Deli. This study suggests that teachers use learning models that support student learning outcomes, one of which is role playing models that has various advantages and uniqueness.Keywords: fine art, role playing.AbstrakPendidikan Seni Budaya berfungsi mengembangkan kepekaan rasa, kreativitas,dan cita rasa estetis siswa dalam berkesenian, mengembangkan etika, kesadaran sosial dan kesadaran kultural siswa dalam kehidupan bermasyarakat, serta rasa cinta terhadap kebudayaan Indonesia. Salah satu materi Seni Budaya yang dpelajari untuk tingkat Sekolah Menengah Atas adalah tentang seni rupa dua dimensi. Namun siswa di kelas X IIS 1 SMA Negeri 1 Labuhan Deli mengalami kesulitan sehingga hasil belajar seni rupa dua dimensi menjadi rendah. Oleh karena itu dilakukan penelitian ini yang bertujuan untuk meningkatkan hasil belajar siswa menggunakan model Role Playing. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan dalam dua siklus. Teknik pengumpulan data yang digunakan adalah tes hasil belajar. Analisis data yang digunakan adalah rumus daya serap individu dan persentase daya serap klasikal. Hasil penelitian membuktikan bahwa terjadi peningkatkan hasil belajar siswa menggunakan model role playing pada materi seni rupa dua dimensi di SMAN 1 Labuhan Deli. Penelitian ini menyarankan agar guru menggunakan model pembelajaran yang mendukung hasil belajar siswa, salah satunya yaitu model role playing yang mempunyai berbagai kelebihan dan keunikan.Kata Kunci: seni rupa, role playing. Author:Nurambia : Sekolah Menengah Atas Negeri 1 Labuhan Deli References:A’la, M. (2011). Quantum Teaching. Yogyakarta: Diva Press.Anderson, H., & Britton, T. (2000). Stochastics Epidemic Models and their Statistical Analysis. New York: Springer-Verlag.Angkowo, R., & Kosasih, A. (2007). Optimalisasi Media Pembelajaran. Jakarta: Grasindo.Arikunto, Suharsimi. (2010). Prosedur Penelitian Suatu Pendekatan. Jakarta: Rineka Cipta.Dewi, T. A. 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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). Cham, Swutzerland: Springer. Copley, J. V. (2016). The Young Child and Mathematics. In M. Hogarty (Ed.), Numbers and Stories: Using Children’s Literature to Teach Young Children Number Sense (Second, pp. 1–14). https://doi.org/10.4135/9781483330907.n1 Depdiknas. (2005). Pedoman Pembelajaran di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak Sekolah Dasar. Depdiknas. (2007). Modul Pembuatan dan Penggunaan APE anak Usia 2-6 Tahun. Jakarta: Dirjen Pendidikan Luar Sekolah Direktorat PAUD. Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM - Mathematics Education, 48(1–2), 125–137. https://doi.org/10.1007/s11858-015-0711-6 Elizabeth, W. (2011). Cross-curricular Teaching to Support Child-initiated Learning in EYFS and KEY Stage I. In Suzanne and Kristine (Ed.), Early Childhood Educaiton: Yesterday, Today, and Tomorrow. New York: Routledge. Fitri, F., & Syamsudin, A. (2019, May). The Effectiveness of Race Track Games on Counting Ability and Child Learning Motivation. https://doi.org/10.2991/icsie-18.2019.78 Grindheim, L. T. (2017). Children as playing citizens. European Early Childhood Education Research Journal, 25(4), 624–636. https://doi.org/10.1080/1350293X.2017.1331076 Guslinda; Kurnia, R. (2018). Media Pembelajaran Anak Usia Dini. Surabaya: Jakad Publiser. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Haskell, S. H. (2000). The determinants of arithmetic skills in young children: Some observations. European Child and Adolescent Psychiatry, 9(SUPPL. 2), 77–86. https://doi.org/10.1007/s007870070011 Hurlock, Elisabeth, B. (1978). Perkembangan Anak, Jilid 2. Jakarta: Erlangga. Ismail, A. (2006). Education Games “Menjadi Cerdas dan Ceria dengan Permainan Edukatif.” Jacobi-Vessels, J. L., Todd Brown, E., Molfese, V. J., & Do, A. (2016). Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones. Early Childhood Education Journal, 44(1), 1–9. https://doi.org/10.1007/s10643-014-0671-4 Johnson, J. E., & Wu, M.-H. (2019). Perspectives on Play in Early Childhood Care and Educaiton. In M. B. Brown, Christopher; McMullen (Ed.), The Wiley Handbook of Early Childhood Care and Education (1st ed., p. 86). New Jersey: John Wiley & Sons. Kamus Besar Bahasa Indonesia Online. (2019). Retrieved from https://www.kamusbesar.com/prefix/nd Khasanah, I. (2013). Pembelajaran Logika Matematika Anak Usia Dini (Usia 4-5 Tahun) di TK Ikal Bulog Jakarta Timur. In Jurnal Penelitian PAUDIA (Vol. 2). Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625–643. https://doi.org/10.1080/1350293X.2018.1522479 Malapata, E., & Wijayanigsih, L. (2019). Meningkatkan Kemampuan Berhitung Anak Usia 4-5 Tahun melalui Media Lumbung Hitung. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 283. https://doi.org/10.31004/obsesi.v3i1.183 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12–23. https://doi.org/10.1016/j.lindif.2014.05.006 Naz, A. A., & Akbar, R. A. (2010). Use of Media for Effective Instruction its Importance : Some Consideration. Journal of Elementary Education, 18(1–2), 35–40. OECD. (2019). Mathematics Performance (PISA) 2015. https://doi.org/10.1787/04711c74-en Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi.org/10.1007/s10649-018-9863-y Preeti. (2014). Education and role of media in education system. International Journal of Scientific Engineering and Research, 2(3), 174–175. Rahman, S. (2010). Alat Permainan Edikatif untuk Program PAUD. Palu: Tadulako University Press. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction for Early Childhood. Naili Rohmah & Edi Waluyo / Indonesian Journal of Early Childhood Education Studies, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rushton, S. (2011, June). Neuroscience, Early Childhood Education and Play: We are Doing it Right! Early Childhood Education Journal, 39(2), 89–94. https://doi.org/10.1007/s10643-011-0447-z Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial. Mathematics Education Research Journal, 29(3), 313–327. https://doi.org/10.1007/s13394-017-0203-9 Schwartz, S. (2005). Teaching YoungChildren Mathematics. Westport, Connecticut: Praeger. Selvi, K. (2010). Teachers’ competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133 Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). 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From educational gaming through portable e-readers to cell phones, media are interpenetrating educational spaces and activities. Accordingly, understanding media in environmental or ecological terms has become increasingly important for education internationally. In North America, for example, the centenary of McLuhan’s birth has focused attention on approaches to media – whether oral, textual, electronic or digital– as a kind of environment in which education takes place. In parts of Europe, the so-called mediatic turn – following on the linguistic and iconic turns – has similarly emphasized the role of media as a condition for the possibility of educational activities and programs. With a few exceptions1 the papers in this special issue were first presented at the conference «Educational Media Ecologies: International Perspectives» which took place at the University of Paderborn, Germany, on March 27–28, 2012.2 The event was an interdisciplinary and transatlantic endeavor to bring together a wide range of perspectives on various issues relevant to educational media ecologies,3 and on related debates on mediation, medialization, mediatization, and mediality.4 The purpose of this volume, like the conference, is to foster and deepen international dialogue in the area of educational media. Areas of research and scholarship relevant to this dialogue include educational media, media literacy, educational philosophy, and media and cultural studies. The contributions, described below, put conceptual issues as well as social practices and applications at the center of the debate. Klaus Rummler opens the issue by clarifying the concept of ecology itself. Referencing a range of work over the past 50 years, Rummler describes how ecological models have been cast in sociological, semiotic, cultural, mediatic and other terms, and he explains the implications of these various perspectives for the study of educational contexts. Rummler also briefly introduces the reader to the triangular model used by Bachmair, Pachler and Cook in this issue (and in other publications) to analyse the socio-cultural and cognitive possibilities opened up by various mobile media. Sandra Aßmann and Bardo Herzig discuss three theoretical approaches – a network perspective, systems theory and semiotics – in order to conceptualize and analyze learning with media in a range of formal and informal settings. They use the example of «friending» someone via Facebook, a context in which the formal and informal often intersect in unexpected ways. In this way, Aßmann and Herzig demonstrate the manifest complexities of communication analysis and pragmatics in these relatively new networked, mediated contexts. Judith Seipold provides an extensive overview of the burgeoning literature on the use and potential of mobile technologies in learning and educational ecologies. The research perspectives or frameworks covered by Seipold include critical, ethical, resource-centered, learning process-centered as well as ecological frames of reference. In her coverage of the last of these, not only does Seipold help to reframe the theme of this special issue as a whole, she also provides an excellent segue to the ecologically oriented analysis of «mobile learning» that follows. Ben Bachmair and Norbert Pachler’s contribution, «A Cultural Ecological Frame for Mobility and Learning», reflects the work of the London Mobile Learning Group, examining mobile resources and affordances from the ecological perspectives of Gibson, Postman and the seminal German media-pedagogue, Dieter Baacke. Using the structuration theory of Anthony Giddens, Bachmair, Norbert and Cook elaborate the aforementioned triangular model for understanding both the agency and the cultural and structural constraints offered by mobile technologies. In «Building as Interface: Sustainable Educational Ecologies», Suzanne de Castell, Milena Droumeva and Jen Jenson connect learning and media ecologies with the material, global and ecological challenges that have become a part of the anthropocene. They do so by examining the mediation of a physical, architectural environment, their own departmental environment at Simon Fraser University. De Castell, Droumeva and Jenson uncover a range of practical and theoretical challenges, and explore the implications for both body and mind. Markus Deimann takes the reader back into the history of continental educational theory, to Humboldt’s (and others‘) expansive understanding of Bildung, to suggest a conceptual ecology germane to the manifold possibilities that are now on offer through open education. Deimann sees the «open paradigm» as changing education utterly – and for the better. It will do so, Deimann predicts, by «unbundling» resource and service provision, and assessment and accreditation functions that have for too long been monopolized by the educational monoliths known as «universities». Theo Hug’s contribution, «Media Form School – A Plea for Expanded Action Orientations and Reflective Perspectives» similarly looks to the past to envision possibilities for the future. Hug’s concern is with the narrow confines in which media are conceptualized and operationalized in many K-12 educational ecologies, and in the corresponding policy and curricular documents that further constrain and direct this action. Hug suggests looking to the recent past, the 1970s and 1960s, in which alternatives were envisioned not only by figures like McLuhan and Illich, but also intimated in the works of Austrian poets and artists. Norm Friesen provides the third «rearview mirror» perspective in his examination of the lecture as a trans-medial pedagogical form. From the late medieval university through to today’s IGNITE and TED talks, the lecture has accommodated and reflected a wide range of media ecologies, technical conditions and epistemological patterns. New media technologies –from the (data) projector to lecture capture media– have not rendered the lecture obsolete, but have instead foregrounded its performative aspects and its ongoing adaptability. Michael Kerres and Richard Heinen take as their starting point Deimann’s, Hug’s and Friesen’s stress on the manifold possibilities presented digital and open educational resources. They then seek to answer the question: How can this embarrassment of riches be put to good use in K-12 educational contexts? Their answer: «Edutags», a way of making resources more accessible and usable by providing descriptive and evaluative information along with such resources. Heinz Moser and Thomas Hermann present the concept and first results of the project «Visualized Vocational Aspirations: Potentials of photography for career counselling and vocational preparation».5 The research project is a cooperation between the Zurich University of Teacher Education (Pädagogische Hochschule Zürich) and the «Laufbahnzentrum» (Centre of Vocational Counselling) Zürich. Based on an ecological approach of narrative career education and a design-based research methodology the undertaking aims at creative applications of visual storytelling in career counselling. Rainer Leschke and Norm Friesen conclude the issue with what might be called an aesthetic- or formal-ecological perspective. The digital convergence of textual and other media forms, Leschke and Friesen maintain, means the erasure of formal and material distinctions traditionally embedded in separate media. Educational (and other) institutions have oriented long themselves on the basis of such distinctions; and what is now left are distinctions based only on recombinant, virtual aesthetic markers. ——————————— The exceptions are the papers by Rainer Leschke and Norm Friesen, Michael Kerres and Richard Heinen, and Theo Hug. See: http://kw.uni-paderborn.de/institute-einrichtungen/mewi/arbeitsschwerpunkte/prof-dr-dorothee-m-meister/tagungen/educational-media- ecologies-international-perspectives/ (2014-7-8). Cf. definitions of the Media Ecology Association (MEA): http://www.media-ecology.org/media_ecology/index.html (2014-7-8). For more about these variations on the terms «media» and «mediation», see: Norm Friesen and Theo Hug. 2009. «The Mediatic Turn: Exploring Consequences for Media Pedagogy.» In Mediatization: Concept, Changes, Consequences, edited by Knut Lundby, 64–81. New York: Peter Lang. http://learningspaces.org/papers/Media_Pedagogy_&_Mediatic_Turn.pdf The project is funded by the Swiss National Science Foundation (project 136617, duration: March 1, 2012 – February 28, 2015).

Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

“I suppose in reality not a leaf goes yellow in autumn without ceasing to care about its sap and making the parent tree very uncomfortable by long growling and grumbling - but surely nature might find some less irritating way of carrying on business if she would give her mind to it. Why should the generations overlap one another at all? Samuel Butler, The Way of All Flesh1 Millenials or Generation Y physicians (born 1977/1980-1995) today form the majority of medical personnel, from medical students and residents in their early twenties and thirties to young attending physicians hitting forty; practicing side-by-side with Generation X (1965-1976/1980) in their late thirties to early fifties; Baby Boomers (1946-1964) in their mid-fifties, sixties and early seventies; and the last of the Silent Generation or Traditionalists (1925-1945) in their mid-seventies, eighties and nineties.2,3 Among 734 Fellows of the Philippine Society of Otolaryngology – Head and Neck Surgery alone, there are currently 18 Traditionalists, 192 Boomers, 360 Generation X, and 164 Millenials. Assuming the 862 board-certified Diplomates waiting to become full-fledged Fellows and 182 Residents-in-Training are also Millenials, there are a total of 1,208 Millenials in the field of Otolaryngology Head and Neck Surgery in the Philippines. With four distinct generations simultaneously in the workforce, it is not unusual to hear older physicians gripe about “these Millenials,” and how different they are from previous generations. The so-called generation gap has been used to characterize inter-generational relations, wherein the preceding generation historically puts down the younger, and the succeeding generation usually complains about the older one. I posit that central to this conflict is a clash between tradition -- the way things should be done (as perceived by the older generation) -- and disruption, the way things can be done differently (from the perspective of the younger generation). In particular (meaning no offense to the “in-between” Generation X, and at risk of being overly simplistic), this is highlighted by the supposed looming showdown between Baby Boomers who are not yet ready to leave and Millenials who can hardly wait to take over.4 Tradition, a “statement, belief or practice handed down from generation to generation” comes from the Old French tradicion “transmission, presentation, handing over” and directly from the Latin traditionem “delivery, surrender, a handing down, a giving up,” from tradere “deliver, hand over,” derived from trans – “over” + dare “to give.”5 Although older generations may like to think they uphold tradition (giving them the right and duty to pass it on to succeeding ones), a large part of what defines each generation in the first place is their departure from the statements, beliefs or practices of their predecessors. Such a transition may have been gradual or sudden, and more pronounced in some generations than in others. Our post-war Boomer generation grew up in a world where face-to-face communication was supplemented by the written (handwritten, typewritten, typeset or telegraphed) and spoken (rotary-dial telephone) word. In medicine and medical education, history and physical examination were taught through lectures (with overhead and opaque projectors, slides on carousels and filmstrips) and live demonstrations on patients and on one another. The advent of word processing and advances in telecommunications and technology that became available to Generation X (who in the Philippines include “martial law babies” oblivious to our “wonder years” of the sixties) gradually changed the landscape of medical education and practice, but it would take the digital and internet revolution to finally, drastically change the world-- and Millenials were the primary beneficiaries of this change. Disruption, from the Latin disruptionem “a breaking asunder,” which comes from disrumpere “break apart, split, shatter, break to pieces,” from dis- “apart” + rumpere “to break”6 perhaps best describes the Baby Boomer generation’s experience of the technological revolution that Millenials grew up with. Suddenly, everything could be had in a split-second and the world was connected in real time. No longer did one have to master penmanship, typing and speed-reading, and homes no longer displayed dictionaries and encyclopedias. Even the library card catalogue and periodicals index became obsolete, as most anything became instantly available and accessible – including information, fast food and relationships. Millenials grew up with this transition, and readily mastered the rapidly changing technology. The locus of socialization was no longer face-to-face interaction within the family, but the worldwide web and social media. In medical education, lectures gave way to podcasts and webinars; heavy textbooks gave way to electronic references; and even dissection gave way to 3D virtual human anatomy. The Millenials’ expertise in, and dependence on, technology can both be their boon and bane – as I often note when residents and students automatically search their peripheral brains (a.k.a. mobile devices) to answer a ward round question. But they are also as quick to intuitively master the diagnostic and therapeutic tools that did not exist when their older colleagues were in residency.7 The early access that Millenials and Generation X had to computer resources in childhood certainly laid “a critical foundation for use of these systems later in life,” compared to Baby Boomers and Traditionalists whose “lack of early experience may limit their enthusiasm” for such tools.3 As Cole puts it, “Baby Boomers don't react well to a 20-something coming in and disrupting the way things have ‘always been’ while Millennials don't react well when they're told to shoot for the moon and ‘do big things,’ and then when they walk in the door with new ideas ready to disrupt age-old models, get told to know their place.”8 Thus, older generations of physicians may question how the stock knowledge and clinical eye of Millenials can compare to theirs, who learned medicine without these tools, and wonder how Millenials would fare in conflict and catastrophic situations when technology fails, or in low- and middle-income rural settings where technology is scarce. Conversely, Millenials wonder why Boomers insist on their old ways and just don’t get it! Perhaps we can learn from Mohr et al.3 about bridging generational issues in medical and surgical education—for instance, between the Socratic Method whereby Boomers may appear to intimidate learners9 versus the Millenial expectation that presentation of information be tailored to their needs, individually or via available technology.10 It could be helpful for Millenials who are “outcomes-oriented and value doing more than knowing”11 “to realize that Traditionalists and Boomers ‘know how to do’ and are ready and able to teach.”3 On the other hand, “when instructing Boomers in new technology or information,” the Millenial teacher “should recognize that this role reversal is uncomfortable to older generations” and “mitigate discomfort … by focus(ing) on the relevance of the information and creat(ing) an environment in which it is ‘safe’ to ask questions and challenge the teacher.”3 Indeed, if inter-generational differences could be surmounted, there is much that Boomers can learn from Millenials, and vice versa. If as Cole observes, “this great debate is hauntingly similar to a parent/child argument,”8 it is because Boomers and Millennials are “also each other’s children and parents, bound together in an intricate web of love, support, anxiety, resentment, and interdependence.”4 Perhaps by involving Generation X in bridging the great divide, and fostering an environment that allows for inter-generational differences in teaching and learning styles, non-disruptive disruption of tradition can take place. Each generation must have the humility (as opposed to intellectual arrogance) to accept that they can learn from other generations – younger or older—for truly meaningful medical progress to take place. We cannot do otherwise, for Generation Z (born after 1995, and about to enter Medical School) is already poised to join the fray. References Butler S. The Way of All Flesh. New York: Dover Publications, 2004. 315 pages. The Center for Generational Kinetics. How to determine generational birth years. November 28, 2016 ©2016 [cited 2017 Nov 2.] Available from: http://genhq.com/generational_birth_years/ Mohr NM, Moreno-Walton L, Mills AM, Brunett PH, Promes SB. Generational Influences in Academic Emergency Medicine: Teaching and Learning, Mentoring, and Technology (Part I). Acad Emerg Med. 2011 Feb;18(2):190-199. DOI: 10.1111/j.1553-2712.2010.00985.x PMID: 21314779 PMCID: PMC3076332 Taylor P, Pew Research Center. The Next America: Boomers, Millenials, and the Looming Generational Showdown. New York: PublicAffairs, 2016. 384 pages. Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/tradition Harper D. Online Etymology Dictionary © 2001-2017 [Cited 2017 November 2.] Available from: https://www.etymonline.com/word/disruption Sopher M. How Millenial Doctors Will Shape the Future of Health Care. Blog on the Internet, Baltimore: Rendia, 2016 October 26. [Cited 2017 November 2.] Available from: https://blog.rendia.com/millennials/ Cole N. The Real Reason Baby Boomers and Millenials Don’t See Eye to Eye (Written by a Millenial). Southeast Asia. 2017 Jan 20 [Cited 2017 November 2] Available from: https://www.inc.com/nicolas-cole/the-real-reason-baby-boomers-and-millennials-dont-see-eye-to-eye-written-by-a-mi.html Seabrook M. Intimidation in medical education: students' and teachers' perspectives. Studies Higher Educ. 2004;29(1):59–74. http://dx.doi.org/10.1080/1234567032000164877 Feiertag J, Berge ZL. Training generation N: How educators should approach the Net Generation. Education and Training. 2008 September;50(6):457–64. DOI: 10.1108/00400910810901782 Mangold K. Educating a new generation: teaching baby boomer faculty about millennial students. Nurse Educ. 2007 Jan-Feb;32(1):21-23. PMID: 17220763

En este artículo se presenta el Enfoque de los Itinerarios de Enseñanza de las Matemáticas, un enfoque que trata de ser respetuoso con las necesidades reales de los estudiantes para aprender matemáticas. En la primera parte se presenta la fundamentación del enfoque, que se sustenta en tres pilares interrelacionados: la perspectiva sociocultural del aprendizaje humano, el modelo de formación realista-reflexivo y la educación matemática realista; en la segunda parte se describe el enfoque, que se refiere a una secuencia de enseñanza intencionada que contempla tres niveles: 1) enseñanza en contextos informales (el entorno inmediato, los materiales manipulativos y los juegos); 2) enseñanza en contextos intermedios (recursos literarios y tecnológicos), y 3) enseñanza en contextos formales (recursos gráficos); finalmente, en la tercera parte se ejemplifica dicho enfoque con un itinerario de enseñanza del álgebra temprana para estudiantes de 3 a 12 años. Se concluye que la implementación de este enfoque requiere un amplio dominio de conocimientos didáctico-disciplinares, lo que implica un esfuerzo importante por parte de todos los agentes implicados en la formación del profesorado para que así, todo aquel profesional preocupado por mejorar su práctica docente y adaptarla a las exigencias del siglo XXI, pueda tener acceso a estos conocimientos. Referencias Alsina, Á. (2004). Barrinem? Matemàtiques amb jocs i problemes. Lògica 3. Cataluña: Edicions l'Àlber, S.L. Alsina, Á. (2010). La “pirámide de la educación matemática”, una herramienta para ayudar a desarrollar la competencia matemática. Aula de Innovación Educativa, 189, 12-16. Recuperado desde https://dugi-doc.udg.edu//bitstream/handle/10256/9481/PiramideEducacion.pdf Alsina, Á. (2018). Seis lecciones de educación matemática en tiempos de cambio: itinerarios didácticos para aprender más y mejor. Padres y Maestros, 376, 13-20. Alsina, Á. (2019a). La educación matemática infantil en España: ¿qué falta por hacer? Números. Revista de Didáctica de las Matemáticas, 100, 85-108. Recuperado desde http://www.sinewton.org/numeros/numeros/80/Volumen_80.pdf Alsina, Á. (2019b). Hacia una formación transformadora de futuros maestros de matemáticas: avances de investigación desde el modelo realista-reflexivo. Uni-pluriversidad, 19(2), 60-79. https://doi.org/10.17533/udea.unipluri.19.2.05 Alsina, Á. (2019c). Itinerarios didácticos para la enseñanza de las matemáticas (6-12 años). Barcelona: Editorial Graó. Alsina, Á. (2019d). Del razonamiento lógico-matemático al álgebra temprana en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 8(1), 1-19. Recuperado desde https://www.edma0-6.es/index.php/edma0-6/article/view/70 Alsina, Á., y Domingo, M. (2010). Idoneidad didáctica de un protocolo sociocultural de enseñanza y aprendizaje de las matemáticas. Revista Latinoamericana de Investigación en Matemática Educativa, 13(1), 7-32. Recuperado desde http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-24362010000100002&lng=es&tlng=es. Alsina, Á., Novo, M. L., y Moreno, A. (2016). Redescubriendo el entorno con ojos matemáticos: Aprendizaje realista de la geometría en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 5(1), 1-20. Recuperado desde http://funes.uniandes.edu.co/8423/ Australian Curriculum, Assessment and Reporting Authority. (2015). The Australian Curriculum: Mathematics. Recuperado desde http://v7-5.australiancurriculum.edu.au/Curriculum/Overview Azcarate, P., y Serradó, A. (2006). Tendencias didácticas en los libros de texto de matemáticas para la ESO. Revista de Educación, 340, 341-378. http://hdl.handle.net/11162/68967 Cardet, N. (2009). Els cigrons i la matemàtica. Suplement Guixdos, 156, 1-15. De Corte, E., Greer, B., y Verschaffel, L. (1996): Mathematics Teaching and Learning. En D. Berliner, y C. Calfee (Eds.), Handbook of Educational Psychology (pp. 491-549). 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Granada: Editorial Universidad de Granada. Hargreaves, A., Earl, L., Moore, S., y Manning, S. (2001). Aprender a cambiar. La enseñanza más allá de las materias y los niveles. Barcelona: Editorial Octaedro. Heuvel‐Panhuizen, M. (2002). Realistic mathematics education as work in progress. En F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 The Netherlands and Taiwan Conference on Mathematics Education (pp. 1‐43). Taiwan: National Taiwan Normal University. Ivic, I. (1994). Lev Semionovick Vygotsky (1896-1934). Perspectivas: Revista Internacional de Educación Comparada, 34 (3-4), 773-799. Recuperado desde http://www.ibe.unesco.org/es/recursos/perspectivas-revista-trimestral-de-educaci%C3%B3n-comparada Korthagen, F. A. (2001). Linking practice and theory. The pedagogy of realistic teacher education. Londres: Lawrence Erlbaum Associates. Lerman, S. (2000). The social turn in mathematics education research. En J. 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This paper presents basic theoretical knowledge of critical thinking. It describes characteristics of critical thinking, which are used for the formation of critical thinking indicators. These indicators are needed for assessing students’ critical thinking levels and for designing lessons to develop critical thinking competence for students. The paper articulates arguments for highlighting the necessity of critical thinking education for students in Vietnam. The paper contributes to knowledge base of critical thinking education and supports further studies on critical thinking in order to enhance the effectiveness of education in Vietnam. Key words Critical thinking, competence, education, students References Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6(1), doi: 10.1.1.412.1694Bacon, F. (1605). The Advancement of Learning. Edited by Joseph Devey, M.A. (New York: P.F. Collier and Son, 1901).Bailin, S. (2002). 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Introduction The academic area known as food studies—incorporating elements from disciplines including anthropology, folklore, history, sociology, gastronomy, and cultural studies as well as a range of multi-disciplinary approaches—asserts that cooking and eating practices are less a matter of nutrition (maintaining life by absorbing nutrients from food) and more a personal or group expression of various social and/or cultural actions, values or positions. The French philosopher, Michel de Certeau agrees, arguing, moreover, that there is an urgency to name and unpick (what he identifies as) the “minor” practices, the “multifarious and silent reserve of procedures” of everyday life. Such practices are of crucial importance to all of us, as although seemingly ordinary, and even banal, they have the ability to “organise” our lives (48). Within such a context, the following aims to consider the influence and significance of an important (although largely unstudied) professional figure in rural and regional economic life: the country food preparer variously known as the local chef or cook. Such an approach is obviously framed by the concept of “cultural economy”. This term recognises the convergence, and interdependence, of the spheres of the cultural and the economic (see Scott 335, for an influential discussion on how “the cultural geography of space and the economic geography of production are intertwined”). Utilising this concept in relation to chefs and cooks seeks to highlight how the ways these figures organise (to use de Certeau’s term) the social and cultural lives of those in their communities are embedded in economic practices and also how, in turn, their economic contributions are dependent upon social and cultural practices. This initial mapping of the influence and significance of the rural and regional chef in one rural and regional area, therefore, although necessarily different in approach and content, continues the application of such converged conceptualisations of the cultural and economic as Teema Tairu’s discussion of the social, recreational and spiritual importance of food preparation and consumption by the unemployed in Finland, Guy Redden’s exploration of how supermarket products reflect shared values, and a series of analyses of the cultural significance of individual food products, such as Richard White’s study of vegemite. While Australians, both urban and rural, currently enjoy access to an internationally renowned food culture, it is remarkable to consider that it has only been during the years following the Second World War that these sophisticated and now much emulated ways of eating and cooking have developed. It is, indeed, only during the last half century that Australian eating habits have shifted from largely Anglo-Saxon influenced foods and meals that were prepared and eaten in the home, to the consumption of a wider range of more international and sophisticated foods and meals that are, increasingly, prepared by others and eaten outside the consumer’s residence. While a range of commonly cited influences has prompted this relatively recent revolution in culinary practice—including post-war migration, increasing levels of prosperity, widespread international travel, and the forces of globalisation—some of this change owes a debt to a series of influential individual figures. These tastemakers have included food writers and celebrity chefs; with early exponents including Margaret Fulton, Graham Kerr and Charmaine Solomon (see Brien). The findings of this study suggests that many restaurant chefs, and other cooks, have similarly played, and continue to take, a key role in the lives of not only the, necessarily, limited numbers of individuals who dine in a particular eatery or the other chefs and/or cooks trained in that establishment (Ruhlman, Reach), but also the communities in which they work on a much broader scale. Considering Chefs In his groundbreaking study, A History of Cooks and Cooking, Australian food historian Michael Symons proposes that those who prepare food are worthy of serious consideration because “if ‘we are what we eat’, cooks have not just made our meals, but have also made us. They have shaped our social networks, our technologies, arts and religions” (xi). Writing that cooks “deserve to have their stories told often and well,” and that, moreover, there is a “need to invent ways to think about them, and to revise our views about ourselves in their light” (xi), Symons’s is a clarion call to investigate the role and influence of cooks. Charles-Allen Baker-Clark has explicitly begun to address this lacunae in his Profiles from the Kitchen: What Great Cooks Have Taught Us About Ourselves and Our Food (2006), positing not only how these figures have shaped our relationships with food and eating, but also how these relationships impact on identities, culture and a range of social issues including those of social justice, spirituality and environmental sustainability. With the growing public interest in celebrities, it is perhaps not surprising that, while such research on chefs and/or cooks is still in its infancy, most of the existing detailed studies on individuals focus on famed international figures such as Marie-Antoine Carême (Bernier; Kelly), Escoffier (James; Rachleff; Sanger), and Alexis Soyer (Brandon; Morris; Ray). Despite an increasing number of tabloid “tell-all” surveys of contemporary celebrity chefs, which are largely based on mass media sources and which display little concern for historical or biographical accuracy (Bowyer; Hildred and Ewbank; Simpson; Smith), there have been to date only a handful of “serious” researched biographies of contemporary international chefs such as Julia Child, Alice Waters (Reardon; Riley), and Bernard Loiseux (Chelminski)—the last perhaps precipitated by an increased interest in this chef following his suicide after his restaurant lost one of its Michelin stars. Despite a handful of collective biographical studies of Australian chefs from the later-1980s on (Jenkins; O’Donnell and Knox; Brien), there are even fewer sustained biographical studies of Australian chefs or cooks (Clifford-Smith’s 2004 study of “the supermarket chef,” Bernard King, is a notable exception). Throughout such investigations, as well as in other popular food writing in magazines and cookbooks, there is some recognition that influential chefs and cooks have worked, and continue to work, outside such renowned urban culinary centres as Paris, London, New York, and Sydney. The Michelin starred restaurants of rural France, the so-called “gastropubs” of rural Britain and the advent of the “star-chef”-led country bed and breakfast establishment in Australia and New Zealand, together with the proliferation of farmer’s markets and a public desire to consume locally sourced, and ecologically sustainable, produce (Nabhan), has focused fresh attention on what could be called “the rural/regional chef”. However, despite the above, little attention has focused on the Australian non-urban chef/cook outside of the pages of a small number of key food writing magazines such as Australian Gourmet Traveller and Vogue Entertaining + Travel. Setting the Scene with an Australian Country Example: Armidale and Guyra In 2004, the Armidale-Dumaresq Council (of the New England region, New South Wales, Australia) adopted the slogan “Foodies thrive in Armidale” to market its main city for the next three years. With a population of some 20,000, Armidale’s main industry (in economic terms) is actually education and related services, but the latest Tourist Information Centre’s Dining Out in Armidale (c. 2006) brochure lists some 25 restaurants, 9 bistros and brasseries, 19 cafés and 5 fast food outlets featuring Australian, French, Italian, Mediterranean, Chinese, Thai, Indian and “international” cuisines. The local Yellow Pages telephone listings swell the estimation of the total number of food-providing businesses in the city to 60. Alongside the range of cuisines cited above, a large number of these eateries foreground the use of fresh, local foods with such phrases as “local and regional produce,” “fresh locally grown produce,” “the finest New England ingredients” and locally sourced “New England steaks, lamb and fresh seafood” repeatedly utilised in advertising and other promotional material. Some thirty kilometres to the north along the New England highway, the country town of Guyra, proclaimed a town in 1885, is the administrative and retail centre for a shire of some 2,200 people. Situated at 1,325 metres above sea level, the town is one of the highest in Australia with its main industries those of fine wool and lamb, beef cattle, potatoes and tomatoes. Until 1996, Guyra had been home to a large regional abattoir that employed some 400 staff at the height of its productivity, but rationalisation of the meat processing industry closed the facility, together with its associated pet food processor, causing a downturn in employment, local retail business, and real estate values. Since 2004, Guyra’s economy has, however, begun to recover after the town was identified by the Costa Group as the perfect site for glasshouse grown tomatoes. Perfect, due to its rare combination of cool summers (with an average of less than two days per year with temperatures over 30 degrees celsius), high winter light levels and proximity to transport routes. The result: 3.3 million kilograms of truss, vine harvested, hydroponic “Top of the Range” tomatoes currently produced per annum, all year round, in Guyra’s 5-hectare glasshouse: Australia’s largest, opened in December 2005. What residents (of whom I am one) call the “tomato-led recovery” has generated some 60 new local jobs directly related to the business, and significant flow on effects in terms of the demand for local services and retail business. This has led to substantial rates of renovation and building of new residential and retail properties, and a noticeably higher level of trade flowing into the town. Guyra’s main street retail sector is currently burgeoning and stories of its renewal have appeared in the national press. Unlike many similar sized inland towns, there are only a handful of empty shops (and most of these are in the process of being renovated), and new commercial premises have recently been constructed and opened for business. Although a small town, even in Australian country town terms, Guyra now has 10 restaurants, hotel bistros and cafés. A number of these feature local foods, with one pub’s bistro regularly featuring the trout that is farmed just kilometres away. Assessing the Contribution of Local Chefs and Cooks In mid-2007, a pilot survey to begin to explore the contribution of the regional chef in these two close, but quite distinct, rural and regional areas was sent to the chefs/cooks of the 70 food-serving businesses in Armidale and Guyra that I could identify. Taking into account the 6 returns that revealed a business had closed, moved or changed its name, the 42 replies received represented a response rate of 65.5per cent (or two thirds), representatively spread across the two towns. Answers indicated that the businesses comprised 18 restaurants, 13 cafés, 6 bistro/brasseries, 1 roadhouse, 1 takeaway/fast food and 3 bed and breakfast establishments. These businesses employed 394 staff, of whom 102 were chefs and/cooks, or 25.9 per cent of the total number of staff then employed by these establishments. In answer to a series of questions designed to ascertain the roles played by these chefs/cooks in their local communities, as well as more widely, I found a wide range of inputs. These chefs had, for instance, made a considerable contribution to their local economies in the area of fostering local jobs and a work culture: 40 (95 per cent) had worked with/for another local business including but not exclusively food businesses; 30 (71.4 per cent) had provided work experience opportunities for those aspiring to work in the culinary field; and 22 (more than half) had provided at least one apprenticeship position. A large number had brought outside expertise and knowledge with them to these local areas, with 29 (69 per cent) having worked in another food business outside Armidale or Guyra. In terms of community building and sustainability, 10 (or almost a quarter) had assisted or advised the local Council; 20 (or almost half) had worked with local school children in a food-related way; 28 (two thirds) had helped at least one charity or other local fundraising group. An extra 7 (bringing the cumulative total to 83.3 per cent) specifically mentioned that they had worked with/for the local gallery, museum and/or local history group. 23 (more than half) had been involved with and/or contributed to a local festival. The question of whether they had “contributed anything else important, helpful or interesting to the community” elicited the following responses: writing a food or wine column for the local paper (3 respondents), delivering TAFE teacher workshops (2 respondents), holding food demonstrations for Rotary and Lions Clubs and school fetes (5 respondents), informing the public about healthy food (3 respondents), educating the public about environmental issues (2 respondents) and working regularly with Meals on Wheels or a similar organisation (6 respondents, or 14.3 per cent). One respondent added his/her work as a volunteer driver for the local ambulance transport service, the only non-food related response to this question. Interestingly, in line with the activity of well-known celebrity chefs, in addition to the 3 chefs/cooks who had written a food or wine column for the local newspaper, 11 respondents (more than a quarter of the sample) had written or contributed to a cookbook or recipe collection. One of these chefs/cooks, moreover, reported that he/she produced a weblog that was “widely read”, and also contributed to international food-related weblogs and websites. In turn, the responses indicated that the (local) communities—including their governing bodies—also offer some support of these chefs and cooks. Many respondents reported they had been featured in, or interviewed and/or photographed for, a range of media. This media comprised the following: the local newspapers (22 respondents, 52.4 per cent), local radio stations (19 respondents, 45.2 per cent), regional television stations (11 respondents, 26.2 per cent) and local websites (8 respondents, 19 per cent). A number had also attracted other media exposure. This was in the local, regional area, especially through local Council publications (31 respondents, 75 per cent), as well as state-wide (2 respondents, 4.8 per cent) and nationally (6 respondents, 14.3 per cent). Two of these local chefs/cooks (or 4.8 per cent) had attracted international media coverage of their activities. It is clear from the above that, in the small area surveyed, rural and regional chefs/cooks make a considerable contribution to their local communities, with all the chefs/cooks who replied making some, and a number a major, contribution to those communities, well beyond the requirements of their paid positions in the field of food preparation and service. The responses tendered indicate that these chefs and cooks contributed regularly to local public events, institutions and charities (with a high rate of contribution to local festivals, school programs and local charitable activities), and were also making an input into public education programs, local cultural institutions, political and social debates of local importance, as well as the profitability of other local businesses. They were also actively supporting not only the future of the food industry as a whole, but also the viability of their local communities, by providing work experience opportunities and taking on local apprentices for training and mentorship. Much more than merely food providers, as a group, these chefs and cooks were, it appears, also operating as food historians, public intellectuals, teachers, activists and environmentalists. They were, moreover, operating as content producers for local media while, at the same time, acting as media producers and publishers. Conclusion The terms “chef” and “cook” can be diversely defined. All definitions, however, commonly involve a sense of professionalism in food preparation reflecting some specialist knowledge and skill in the culinary arts, as well as various levels of creativity, experience and responsibility. In terms of the specific duties that chefs and professional cooks undertake every day, almost all publications on the subject deal specifically with workplace related activities such as food and other supply ordering, staff management, menu planning and food preparation and serving. This is constant across culinary textbooks (see, for instance, Culinary Institute of America 2002) and more discursive narratives about the professional chef such as the bestselling autobiographical musings of Anthony Bourdain, and Michael Ruhlman’s journalistic/biographical investigations of US chefs (Soul; Reach). An alternative preliminary examination, and categorisation, of the roles these professionals play outside their kitchens reveals, however, a much wider range of community based activities and inputs than such texts suggest. It is without doubt that the chefs and cooks who responded to the survey discussed above have made, and are making, a considerable contribution to their local New England communities. It is also without doubt that these contributions are of considerable value, and valued by, those country communities. Further research will have to consider to what extent these contributions, and the significance and influence of these chefs and cooks in those communities are mirrored, or not, by other country (as well as urban) chefs and cooks, and their communities. Acknowledgements An earlier version of this paper was presented at the Engaging Histories: Australian Historical Association Regional Conference, at the University of New England, September 2007. I would like to thank the session’s participants for their insightful comments on that presentation. A sincere thank you, too, to the reviewers of this article, whose suggestions assisted my thinking on this piece. Research to complete this article was carried out whilst a Visiting Fellow with the Research School of Humanities, the Australian National University. References Armidale Tourist Information Centre. Dining Out in Armidale [brochure]. Armidale: Armidale-Dumaresq Council, c. 2006. Baker-Clark, C. A. Profiles from the Kitchen: What Great Cooks have Taught us about Ourselves and our Food. Lexington: UP of Kentucky, 2006. Bernier, G. Antoine Carême 1783-1833: La Sensualité Gourmande en Europe. Paris: Grasset, 1989. Bourdain, A. Kitchen Confidential: Adventures in the Culinary Underbelly. New York: Harper Perennial, 2001. Bowyer, A. Delia Smith: The Biography. London: André Deutsch, 1999. Brandon, R. The People’s Chef: Alexis Soyer, A Life in Seven Courses. Chichester: Wiley, 2005. Brien, D. L. “Australian Celebrity Chefs 1950-1980: A Preliminary Study.” Australian Folklore 21 (2006): 201–18. Chelminski, R. The Perfectionist: Life and Death In Haute Cuisine. New York: Gotham Books, 2005. Clifford-Smith, S. A Marvellous Party: The Life of Bernard King. Milson’s Point: Random House Australia, 2004. Culinary Institute of America. The Professional Chef. 7th ed. New York: Wiley, 2002. de Certeau, M. The Practice of Everyday Life. Berkeley: U of California P, 1988. Hildred, S., and T. Ewbank. Jamie Oliver: The Biography. London: Blake, 2001. Jenkins, S. 21 Great Chefs of Australia: The Coming of Age of Australian Cuisine. East Roseville: Simon and Schuster, 1991. Kelly, I. Cooking for Kings: The Life of Antoine Carême, The First Celebrity Chef. New York: Walker and Company, 2003. James, K. Escoffier: The King of Chefs. London and New York: Hambledon and London, 2002. Morris, H. Portrait of a Chef: The Life of Alexis Soyer, Sometime Chef to the Reform Club. Cambridge: Cambridge UP, 1938. Nabhan, G. P. Coming Home to Eat: The Pleasures and Politics of Local Foods. New York: W.W. Norton, 2002. O’Donnell, M., and T. Knox. Great Australian Chefs. Melbourne: Bookman Press, 1999. Rachleff, O. S. Escoffier: King of Chefs. New York: Broadway Play Pub., 1983. Ray, E. Alexis Soyer: Cook Extraordinary. Lewes: Southover, 1991. Reardon, J. M. F. K. Fisher, Julia Child, and Alice Waters: Celebrating the Pleasures of the Table. New York: Harmony Books, 1994. Redden, G. “Packaging the Gifts of Nation.” M/C: A Journal of Media and Culture 2.7 (1999) accessed 10 September 2008 http://www.uq.edu.au/mc/9910/gifts.php. Riley, N. Appetite For Life: The Biography of Julia Child. New York: Doubleday, 1977. Ruhlman, M. The Soul of a Chef. New York: Viking, 2001. Ruhlman, M. The Reach of a Chef. New York: Viking, 2006. Sanger, M. B. Escoffier: Master Chef. New York: Farrar Straus Giroux, 1976. Scott, A. J. “The Cultural Economy of Cities.” International Journal of Urban and Regional Research 212 (1997) 323–39. Simpson, N. Gordon Ramsay: The Biography. London: John Blake, 2006. Smith, G. Nigella Lawson: A Biography. London: Andre Deutsch, 2005. Symons, M. A History of Cooks and Cooking. Urbana and Chicago: U of Illinois P, 2004. Tairu, T. “Material Food, Spiritual Quest: When Pleasure Does Not Follow Purchase.” M/C: A Journal of Media and Culture 2.7 (1999) accessed 10 September 2008 http://www.uq.edu.au/mc/9910/pleasure.php. White, R. 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Introduction: Research on cardiovascular health (CVH) and risk factors among immigrants has been well-documented. Less is known about social influences on CVH, among black immigrants. Despite having the largest population of black immigrants in the U.S., Afro-Caribbean (AC) immigrants have been underrepresented in health research. We examined the social determinants of CVH among AC immigrants (Guyanese, Haitian and Jamaican) in New York City (NYC). Hypothesis: We hypothesized that social determinants of CVH will vary among the three ethnic sub-groups of AC immigrants. Methods: We included 1691 AC immigrants who reported their race as non-Hispanic Black and country of birth (COB) as Guyana (n= 369), Haiti (n= 291) or Jamaica (n= 1031) in the 2010-2014 administrations of the New York City Community Health Survey. Logistic regression analysis was performed to assess the association between social determinants and CVH (ideal vs intermediate/poor) using AHA’s CVH metrics. Results: The majority of the sample was female (59.2%) and reported high school education or less (53.9%). Most AC immigrants reported to have ideal CVH (71.3%). Education was significantly associated with CVH only among Jamaican immigrants. Jamaican immigrants with ≤ high school education were more likely to have intermediate/poor CVH compared to those with ≥ some college education. Conclusions: These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. These findings suggest that social determinants influencing CVH differ among AC immigrant sub-groups in NYC. National surveillance efforts should obtain more complete data on country of origin and oversample racial/ethnic minority groups in order to better understand their CVH outcomes. Future research should examine other social factors that may influence CVH among black immigrants.

Photo by Scott Graham on Unsplash INTRODUCTION It is a classic ethical dilemma to have something of potential value that comes at a tremendous cost to others.[1] To access the good, you must have the bad. For decision-makers, it becomes an onerous task of deciding if they would deny the world something 'good' or create something bad to achieve the good. Weighing the two possible outcomes has proven timelessly frustrating to those well-intentioned people who wish to "do the right thing." Medical research has yielded data derived from unethical situations wherein research participants were vulnerable and whose consent was questionable, absent, or not sought. The rules currently governing research allow for broad use of ill-gotten data. While providing a deterrent to unethical research practices, stricter rules still would allow some use of data. This paper argues the permissibility depends primarily on the nature of the unethical data collection and the potential benefits. ANALYSIS The American Medical Association (AMA) places additional obligations on researchers who utilize data obtained from unethical experiments. The Code of Medical Ethics Opinion 7.2.2[2] recommends that researchers and peer reviewers should take the following steps to best handle such data: (a) Disclose that the data derived from studies do not meet contemporary standards for the ethical conduct of research. (b) Clearly describe and acknowledge the unethical nature of the experiment(s) from which the data are derived. (c) Provide ethically compelling reasons for which the data are being released or cited, such as the need to save human lives when no other relevant data are available. (d) Pay respect to those who were the victims of the unethical experimentation. The AMA does not go far enough to protect past research victims or prevent future research ethics violations. Three additional considerations beyond the limitations offered by the APA are needed for ethical use of the data: who collected the data and ran the experiments, who would benefit from the data, and how much additional benefit would ensue from its use. A specific focus on data generated by Nazis whose research subjects were imprisoned in concentration camps highlights the ethical challenge. l. Who Created the Data? Medical research generated during the Holocaust subjected innocent people to torture in the name of science. Arguments can be made against the use of such data on the grounds that using the data represents a further indignity to those who suffered such horrific conditions and persecution. However, some of the data that emerged out of the Holocaust was not created by oppressors at the expense of the oppressed. Rather it grew out of the horrific conditions and was amassed by fellow prisoners. One prominent example is Myron Winick's work on hunger and disease, which edited the detailed records of Jewish physicians working in the Warsaw Ghetto, who traced the progression of starvation in stunning detail.[3] One obvious difference is that the Jewish physicians were not responsible for the conditions under which the data was gathered. But if we ask ourselves if their work represents a further indignity to those who had their starvation documented, the answer is not so clear. In this way, it is important to determine the explicit purpose of medical research as opposed to data generation as one aspect of the violation. To record the medical symptoms of a 'subject' who is, as you are, a victim of the circumstances with no other recourse, is different in kind from 'subjecting' a person to the condition in the first instance. Therefore, an analysis of the person doing the research provides an added limitation on using research performed by an oppressor yet allows some lenience for research by fellow victims. Research performed by oppressors must have a significantly higher marginal benefit over other available or collectable data. ll. Who Gains from the Data? Is it of Sufficient Benefit? (An effort to expand part C of the AMA unethical experimentation rules) In the spirit of contrition and commitment to the truth of historical ignominies, such as the Holocaust, the AMA created these best practices for physicians dealing with any ill-gotten data. In the case of the Holocaust, the period that has passed since 1945 would suggest that most, if not all, perpetrators of this research are deceased. However, prior to using data, modern researchers should ensure that there is no gain to be had on the part of the families of the perpetrators. When a large organization can offer mea culpa and seemingly genuine pledges toward reconciliation while still enjoying the advantages gained over others by virtue of their wrongdoing, it undermines sincerity, creates an incentive for more researchers to engage in unethical data collection, and would be an injustice to the relatives of victims. This matter may become more relevant going forward as private ownership and patents could play a role in sustaining the fiscal or reputational benefits to those who conduct science devoid of ethics. The Belmont Report lays out a risk-benefit equation which states that research that posed significant risks to the participants must also carry sufficient benefits to those who take risks. This element suggests two aspects that speak to the "justness" of a research project: First, a balance must be struck between potential harms and potential benefits; second, those who took risks must not be precluded from accessing the benefits of the products a successful trial would create.[4] Researchers must evaluate whether the data is both scientifically valid and usable from a methodological point of view, but also if what the use of the data promises is sufficiently compelling to benefit the progress of science. Second, the data must refer to some aspect of human health or illness, the amelioration of which would create an empirical improvement to all social and economic classes of humanity. The social justice issues embedded in the ethical use of the data are overlooked by the AMA. While the AMA suggests saving human lives makes the use of ill-gotten data acceptable, it fails to address any effort to make up for the wrongdoing. Examples of added considerations could be the use of the research to benefit people who were research subjects or their descendants or a broader race or ethnic group that was victimized. Examples of groups subjected to unethical research in the 20th century include Residential Schools for Aboriginal Canadians,[5] senior citizens,[6] and typically, members of socially deprived and undervalued populations.[7] The more reliable scientific data that emerged from Nazi experimentation is in the areas of hypothermia,[8] malnutrition and starvation,[9] and anatomical studies.[10] It is impossible to justify the use by the AMA criteria alone. If the research benefited relatives and descendants of Nazi prisoners or the broader marginalized community of which they belonged, its use might be considered ethical if there were no other way to obtain comparable data. The value and impact of Nazi science is minimal at this point, with much more reliable data available, but this type of transgression continues. There are modern examples of data procured in breach of ethics that still lend themselves to this question. CONCLUSION These suggestions would add complexity and substance to the AMA's Code of Medical Ethics Opinion. Beyond that scope, the considerations offered here would contribute to a stronger statement about the obligations and prohibitions in circumstances in which data was wrongfully collected. Too often, one could default to a brash 'means-to-an-ends' approach, especially when issues of funding and measured productivity come into the equation. The considerations here recognize that data gathered during the Holocaust is particularly sensitive. By eliminating any encouragement of unethical practices, a stricter test for the use of ill-gotten research is a deterrent but recognizes that sometimes the benefits call for the use of the research. The considerations also recognize that one legacy of such data is to create good in the modern-day, even as we recognize the shameful context of its creation and existence. [1] Marcus, Ruth B; Moral Dilemmas and Consistency. Journal of Philosophy. 1980;77(3):121-136. [2] American Medical Association. Opinion 7.2.2 Release of Data from Unethical Experiments Code of Medical Ethics. https://www.ama-assn.org/delivering-care/ethics/release-data-unethical-experiments. Accessed January 3, 2021. [3] Winick, 1979. [4] Freedman, B. Scientific value and validity as ethical requirements for research: a proposed explanation. IRB: Rev Hum Subj Res. 1987;17(6):7-10. [5] Mosby, I. Administering Colonial Science: Nutrition Research and Human Biomedical Experimentation in Aboriginal Communities and Residential Schools, 1942–1952. Histoire sociale/Social History. 2013;46(91): 615-642. [6] Beecher, H. Ethics and Clincial Research. N Engl J Med. 1966;274:1354-1360 [7] Rawlinson, P. Of Mice and Men: Violence and Human Experimentation. State Crime Journal. 2013;2(1):72-90. [8] Fernardez, J.P. et al; Rapid Active External Rewarming in Accidental Hypothermia. JAMA.1970;212:153 [9] Winick, M. (ed.). Hunger Disease. New York, NY: Wiley; 1979. [10] Norton, S.A.; On First Looking into Pernkopf's Atlas (part 1). Arch Dermatol. 2001;137:549-551

“Live free or die!” (New Hampshire State motto) Should individuals be free to make lifestyle decisions (such as what, when and how much to eat and how much physical activity to take), without undue interference from the state, even when their decisions may lead to negative consequences (obesity, heart disease, diabetes)? The UN Declaration of Human Rights enshrines the belief that “All human beings are born free and equal in dignity and rights”. The philosophy of Libertarianism (Locke) proposes that rights can be negative (e.g. the freedom to be free from outside interference) as well as positive (e.g. the right to certain benefits supplied by others). Robert Nozick, a proponent of Libertarianism, has argued that we have the right to make informed decisions about our lives without unnecessary interference. This entitlement requires that we exercise our rights only as far as they do not infringe the rights of others. The popular notion of the “Nanny State” (often used derogatively) is discussed, and the metaphor is extended to draw on the Super Nanny phenomenon, a reality television series that has been shown in numerous countries including the UK, the US, and Australia. It is argued in this paper that social marketing, when done well, can help create a “Super Nanny State” (implying positive connotations). In the “Nanny State” people are told what to do; in the “Super Nanny State” people are empowered to make healthier decisions. Social marketing applies commercial marketing principles to “sell” ideas (rather than goods or services) with the aim of improving the welfare of individuals and/or society. Where the common good may not be easily discerned, Donovan and Henley recommended using the UN Declaration of Human Rights as the baseline reference point. Social marketing is frequently used to persuade individuals to make healthier lifestyle decisions such as “eat less [saturated] fat”, “eat two fruits and five veg a day”, “find thirty minutes of physical activity a day”. Recent medical gains in immunisation, sanitation and treating infectious diseases mean that the health of a population can now be more improved by influencing lifestyle decisions than by treating illness (Rothschild). Social marketing activities worldwide are directed at influencing lifestyle decisions to prevent or minimise lifestyle diseases. “Globesity” is the new epidemic (Kline). Approximately one billion people globally are overweight or obese (compared to 850 million who are underweight); most worryingly, about 10% of children worldwide are now overweight or obese with rising incidence of type 2 diabetes in this population (Yach, Stuckler, and Brownwell). “Nanny state” is a term people often use derogatively to refer to government intervention (see Henley and Jackson). Knag (405) made a distinction between old-style, authoritarian “paternalism”, which chastised the individual using laws and sanctions, and a newer “maternalism” or “nanny state” which smothers the individual with “education and therapy (or rather, propaganda and regulation)”. Knag’s use of the term “Nanny State” still has pejorative connotations. In the “Nanny State”, governments are seen as using the tool of social marketing to tell people what they should and shouldn’t do, as if they were children being supervised by a nanny. At the extreme, people may be afraid that social marketing could be used by the State as a way to control the thoughts of the vulnerable, a view expressed some years ago by participants in a survey of attitudes towards social marketing (Laczniak, Lusch, and Murphy). More recently, the debate is more likely to focus on why social marketing often appears to be ineffective, rather than frighteningly effective (Hastings, Stead, and Macintosh). Another concern is the high level of fear being generated by much of the social marketing effort (Hastings and MacFadyen; Henley). It is as if nanny thinks she must scream at her children all the time to warn them that they will die if they don’t listen to her. However, by extension, I am suggesting that the “Super Nanny State” metaphor could have positive associations, with an authoritative (rather than authoritarian) parenting figure, one who explains appropriate sanctions (laws and regulations) but who is also capable of informing, inspiring and empowering. Still, the Libertarian ethical viewpoint would question whether governments, through social marketers, have the right to try to influence people’s lifestyle decisions such as what and how much to eat, how much to exercise, etc. In the rise of the “Nanny State”, Holt argued that governments are extending the range of their regulatory powers, restricting free markets and intruding into areas of personal responsibility, all under the guise of acting for the public’s good. A number of arguments, discussed below, can be proposed to justify interference by the State in the lifestyle decisions of individuals. The Economic Argument One argument that is often quoted to justify interference by the State is that the economic costs of allowing unsafe/unhealthy behaviours have to be borne by the community. It has been estimated in the US that medical costs relating to diabetes (which is associated directly with obesity) increased from $44 billion to $92 billion in five years (Yach, et al). The economic argument can be useful for persuading governments to invest in prevention but is not sufficient as a fundamental justification for interference. If we say that we want people to eat more healthily because their health costs will be burdensome to the community, we imply that we would not ask them to do so if their health costs were not burdensome, even if they were dying prematurely as a result. The studies relating to the economic costs of obesity have not been as extensive as those relating to the economic costs of tobacco (Yach, et al), where some have argued that prematurely dying of smoking-related diseases is less costly to the State than the costs incurred in living to old age (Barendregt, et al). This conclusion has been disputed (Rasmussen et al), but even if true, would not provide sufficient justification to cease tobacco control efforts. Similarly, I think people would expect social marketing efforts relating to nutrition and physical activity to continue even if an economic analysis showed that people dying prematurely from obesity-related illnesses were costing the State less overall in health care costs than people living an additional twenty years. The Consumer Protection Argument Some degree of interference by the State is desirable and often necessary because people are not entirely self-reliant in every circumstance (Mead). The social determinants of health (Marmot and Wilkinson) are sufficiently well-understood to justify government regulation to reduce inequalities in housing, education, access to health services, etc. Implicit in the criticism that the “Nanny State” treats people like children is the assumption that children are treated without dignity and respect. The positive parent or “Super Nanny” treats children with respect but recognises their vulnerability in unfamiliar or dangerous contexts. A survey of opinion in the UK in 2004 by the King’s Fund, an independent think tank, found that the public generally supported government initiatives to encourage healthier school meals; ensure cheaper fruit and vegetables; pass laws to limit salt, fat and sugar in foods; stop advertising junk foods for children and regulate for nutrition labels on food (UK public wants a “Nanny State”). The UK’s recently established National Social Marketing Centre has made recommendations for social marketing strategies to improve public health and Prime Minister Tony Blair has responded by making public health, especially the growing obesity problem, a central issue for government initiatives, offering a “helping hand” approach (Triggle). The Better Alternative Argument Wikler considered the case for more punitive government intervention in the obesity debate by weighing the pros and cons of an interesting strategy: the introduction of a “fat tax” that would require citizens to be weighed and, if found to be overweight, require them to pay a surcharge. He concluded that this level of state interference would not be justified because there are other ways to appeal to the risk-taker’s autonomy, through education and therapeutic efforts. Governments can use social marketing as one of these better alternatives to punitive sanctions. The Level Playing Field Argument Social marketers argue that many lifestyle behaviours are not entirely voluntary (O’Connell and Price). For example, it is argued that an individual’s choices about eating fast food, consuming sweetened soft drinks, and living sedentary lives have already been partially determined by commercial efforts. Thus, they argue that social marketing efforts are intended to level the playing field – educate, inform, and restore true personal autonomy to people, enabling them to make rational choices (Smith). For example, Kline’s media education program in Canada, with a component of “media risk reduction”, successfully educated young consumers (elementary school children) with strategies for “tuning out” by asking them to come up with a plan for what they would do if they “turned off TV, video games and PCs for a whole week?” (p. 249). The “tune out challenge” resulted in a reduction of media exposure (80%) displaced into active leisure pursuits. A critical aspect of this intervention was the contract drawn up in advance, with the children setting their own goals and strategies (Kline). In this view, the state is justified in trying to level the playing field, by using social marketing to offer information as well as alternative, healthier choices that can be freely accepted or rejected (Rothschild). Conclusion A real concern is that when people are treated like children, they become like children, retaining their desires and appetites but abdicating responsibility for their individual choices to the state (Knag). Some smokers, for example, declare that they will continue to smoke until the government bans smoking (Brown). Governments and social marketers have a responsibility to fund/design campaigns so that the audience views the message as informative rather than proscriptive. Joffe and Mindell (967) advocated the notion of a “canny state” with “less reliance on telling people what to do and more emphasis on making healthy choices easier”. Finally, one of the central tenets of marketing is the concept of “exchange” – the marketer must identify the benefits to be gained from buying a product. In social marketing terms, interference in an individual’s right to act freely can be effective and justified when the benefits are clearly identifiable and credible. Rothschild described marketing’s role as providing a middle point between libertarianism and paternalism, offering free choice and incentives to behave in ways that benefit the common good. Rather than shaking a finger at the individual (along the lines of earlier “Don’t Do Drugs” campaigns), the “Super Nanny” state, via social marketing, can inform and engage individuals in ways that make healthier choices more appealing and the individual feel more empowered to choose them. 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Mass Media Invocations of Existential Dread.” M/C Journal 5.1 (2002). 1 May 2006 http://journal.media-culture.org.au/0203/youwilldie.php>. Henley, N., and J. Jackson. “Is It ‘Too Bloody Late’? Older People’s Response to the National Physical Activity Guidelines.” Journal of Research for Consumers 10 (2006). 7 Aug. 2006 <http://www.jrconsumers.com/_data/page/3180/ NPAGs_paper_consumer_version_may_06.pdf>. Holt, T. The Rise of the Nanny State: How Consumer Advocates Try to Run Our Lives. US: Capital Research Centre, 1995. Kline, S. “Countering Children’s Sedentary Lifestyles: An Evaluative Study of a Media-Risk Education Approach.” Childhood 12.2 (2005): 239-58. Knag, S. “The Almighty, Impotent State: Or, the Crisis of Authority.” Independent Review 1.3 (1997): 397-413. Laczniak, G.R., R.F. Lusch, and P. Murphy. “Social Marketing: Its Ethical Dimensions.” Journal of Marketing 43 (Spring 1979): 29-36. Locke, J. An Essay Concerning Human Understanding. Ed. J.W. Yolton. London: J.M. Dent & Sons, 1690/1961. Marmot, M.G., and R.G. Wilkinson, R.G., eds. Social Determinants of Health. Oxford: Oxford University Press, 1999. Mead, L. “Telling the Poor What to Do.” Public Interest 6 Jan. 1998. 1 May 2006 <http://www.polisci.wisc.edu/~soss/Courses/PA974/Readings/week%208/Mead_1998.pdf>. National Social Marketing Centre. It’s Our Health! Realising the Potential of Effective Social Marketing. Summary Report. 7 Aug. 2006 http://www.nsms.org.uk/images/CoreFiles/NCCSUMMARYItsOurHealthJune2006.pdf>. Nozick, R. Anarchy, State and Utopia. New York: Basic Books, 1974. O’Connell, J.K., and J.H. Price. “Ethical Theories for Promoting Health through Behavioral Change.” Journal of School Health 53.8 (1983): 476-9. Rasmussen, S.R., E. Prescott, T.I.A. Sorensen, and J. Sogaard. “The Total Lifetime Costs of Smoking”. European Journal of Public Health 14 (2004): 95-100. Rothschild, M. “Carrots, Sticks, and Promises: A Conceptual Framework for the Management of Public Health and Social Issue Behaviors.” Journal of Marketing 63.4 (1999): 24-37. Smith, A. “Setting a Strategy for Health.” British Medical Journal 304.6823 (8 Feb. 1992): 376-9. Triggle, N. “From Nanny State to a Helping Hand”. BBC News 25 July 2006. 9 Aug. 2006 http://news.bbc.co.uk/1/hi/health/5214276.stm>. “UK Public Wants a ‘Nanny State’”. BBC News 28 June 2004. 9 Aug. 2006 http://news.bbc.co.uk/1/hi/health/3839447.stm>. United Nations, Office of the High Commissioner of Human Rights. Universal Declaration of Human Rights. 18 Sep. 2001 http://www.unhchr.ch/udhr/lang/eng.htm>. Wikler, D. “Persuasion and Coercion for Health: Ethical Issues in Government Efforts to Change Life-Styles.” Millbank Memorial Fund Quarterly, Health and Society 56.3 (1978): 303-38. Yach, D., D. Stuckler, and K.D. Brownwell. “Epidemiological and Economic Consequences of the Global Epidemics of Obesity and Diabetes.” Nature Medicine 12.1 (2006): 62-6. Citation reference for this article MLA Style Henley, Nadine. "Free to Be Obese in a ‘Super Nanny State’?." M/C Journal 9.4 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0609/6-henley.php>. APA Style Henley, N. (Sep. 2006) "Free to Be Obese in a ‘Super Nanny State’?," M/C Journal, 9(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0609/6-henley.php>.

This paper will use the popular television character, Dexter Morgan, to interrogate the relationship between self and persona, and unsettle the distinction between the two terms. This operation will enable me to raise a series of questions about the critical vocabulary and scholarly agenda of the nascent discipline of persona studies, which, I argue, needs to develop a critical genealogy of the term “persona.” This paper makes a modest contribution to such a project by drawing attention to some key questions regarding the discourse of authenticity in persona studies. For those not familiar with the show, Dexter portrays the life of a serial killer who only kills other serial killers. This is because Dexter, under the tutelage of his deceased father, develops a code that enables him to find a “socially useful” purpose for his homicidal impulses—by exclusively targeting other killers he rationalises his own deadly acts. Dexter necessarily leads a double life, which entails performing a series of normative social roles that conceal his true identity, and the murderous activities of his “dark passenger.” This apparent split between “true” self and “false” persona says a lot about popular conceptions of the performative nature of the self in contemporary culture, and provides a useful framework for unpacking some of the aporias generated by the concept of persona.My aim in the present context is to substantiate the argument that persona studies needs to engage with the philosophical discourse of “self” and “authenticity” if it is to provide a convincing account of the status and function of persona today. The term “persona” derives from the classical Latin word for mask, and has its roots in the theatre of ancient Greece. The Oxford English Dictionary defines the term thus:1. An Assumed character or role, especially one adopted by an author in his or her writing, or by a performer.2.a. as the aspect of a person’s character that is displayed to or perceived by others.b. Psychol. In Jungian psychology: the outer or assumed aspect of character; a set of attitudes adopted by an individual to fit his or her perceived social role. Contrasted with anima.For Jung the persona is “a complicated system of relations between individual consciousness and society, fittingly enough a kind of mask, designed on the one hand to make a definite impression upon others, and, on the other, to conceal the true nature of the individual” (305). We can see that all these usages share a theatrical or actorly dimension. Persona is something we adopt, display, or assume. Further, it is an external quality, which masks, presumably, that which is not assumed or displayed—the private self. Thus, persona is predicated on an opposition between inside and outside. Moreover, it is not a value neutral concept, but one, I will argue, that connotes a sense of “inauthenticity” through suggesting a division between self and role. The “self” is a complicated word with a wide range of usages and connotations. The OED notes that when used with reference to a person the word refers to an essential entity.3. Chiefly Philos. That which in a person is really and intrinsically he (in contradistinction to what is adventitious); the ego (often identified with the soul or mind as opposed to the body); a permanent subject of successive and varying states of consciousness.Of course both terms are further complicated by the way they function within specific specialised discourses. Jung’s use of the term “persona” is part of a complex psychological theory of personality, and the term “self” appears in a multitude of forms in a plethora of scholarly disciplines. The “self” is obviously a key concept in psychology and philosophy, where it is sometimes conflated with something called the subject, or discussed with reference to questions of personal identity. Michel Foucault’s project to track “the constitution of the subject across history which has led us up to the modern concept of the self” (202) is perhaps the most complex and rich body of work with which persona studies must reckon if it is to produce a distinctive account of the relationship between persona and self. In broad terms, this paper advocates a loosely Foucauldian approach to understanding the relationship between self and persona, but defers a detailed encounter with Foucault’s work on the subject (which requires a much larger canvas).For the moment I want to focus on the status of authenticity in the self/persona relationship with specific reference to world of Dexter, which provides an accessible forum for examining a contemporary manifestation of the self/persona relationship with specific reference to the question of authenticity. Dexter conveys the division between authentic inner self and persona through the use of a first person narrative voice that provides a running commentary on the character’s thoughts, and exposes the gap between Dexter’s various social roles and his real sociopathic self. Dexter Morgan is, of course, an unreliable narrator, yet he is acutely aware of how others perceive him, and his narrative voice-over functions as a device to bind the viewer to the character’s first-person perspective. This is important because Dexter is devoid of empathy—he lacks the ability to feel genuine emotion, and conform to the social conventions that govern everyday activities, yet he is focus of audience identification. This means the voice-over must perform the work of making Dexter sympathetic.The voice-over narration in Dexter is characterised by an obsession with the presentation of self, and the disparity between self and persona. In an early episode, Dexter’s narrative voice proclaims a love of Halloween because it is “the one time of year when everyone wears a mask—not just me. People think it's fun to pretend you're a monster. Me, I spend my life pretending I'm not. Brother, friend, boyfriend—all part of my costume collection” (Dexter “Let’s Give the Boy a Hand”).Dexter develops a series of social masks and routines to disguise his “real” self. He is compelled to develop a series of elaborate ruses to appear like a regular guy—a “normal” person who needs to perform a series of social roles. He thus becomes a studious observer of everyday life, and much of the show’s appeal lies in the way he dissects the minutiae of human behavior in order to learn how be normal. Indeed, because he does not comprehend emotion he must learn how to read the external signs that convey care, love, interest, concern and so on—“I just don't understand all that emotion, which makes it tough to fake,” he declares (Dexter, “Popping Cherry”). Each social role requires a considerable degree of actorly preparation, and Dexter demonstrates what we might call, with Erving Goffman, a dramaturgical approach to everyday life (2).For example, Dexter enters into a relationship with Rita, an ostensibly naïve, doe-eyed single mother of two children and a victim of domestic violence—he chooses her because he believes that she is as damaged as he is, and unlikely to challenge him too strongly—“Rita's ex-hubby, the crack addict, repeatedly raped her, knocked her around. Ever since then she's been completely uninterested in sex. That works for me!” (Dexter “Dexter”). Rita provides the perfect cover because she facilitates Dexter’s construction of himself as a normal, heterosexual family man. However, in order to play this most paradigmatic normative role, he must learn how to play with children, and feign affection and intimacy. J. M. Tyree observes that Dexter “employs a fake-it-till-you-make-it strategy for imitating normal life” (82). Of course, he cannot maintain the role too long before Rita becomes suspicious, and aware of Dexter’s repeated lies and evasions.In short, Dexter dramatises what Goffman calls impression management—the character of Dexter Morgan must consistently “give off” signs of normativity (80). Goffman argues that we are all compelled to perform social roles in the manner of Dexter, and this perhaps accounts for why the show appealed to such a wide audience. In many ways, Dexter exposes normative behavior as an “act” that nobody can sustain no matter how hard they try. Dexter’s struggle to decode the conventions that govern everyday life make him a sympathetic character despite his obviously sociopathic tendencies. In other words we are all a little bit like Dexter insofar we must all perform social roles we may not find comfortable. Of course, the whole question of impression management in Dexter becomes even more complex if one considers Michael C. Hall’s celebrity persona and his performance as the titular character, but I do not have the space to pursue this line of inquiry in the present context.So, Dexter is a consummate actor within his “everyday” world, and neatly, perhaps too neatly, confirms Goffman’s “dramaturgical” theory of the “self.” In his essay, “Letter to a Poor Actor” David E. R. George provides a fascinating critique of Goffman from the perspective of a theatre studies scholar. George provocatively claims that Goffman was attracted to theatrical metaphors because of the “anti-theatrical prejudice” embedded within the western tradition. George cites Jonash Barish’s authoritative tome on this topic, which argues “that with infrequent exceptions, terms borrowed from the theatre—theatrical, operatic, melodramatic, stagey, etc.—tend to be hostile or belittling” (1).Barish cites instances of this prejudice from Plato through to St Augustine and beyond, and George situates Goffman within this powerful tradition. He writes,the theatrum mundi metaphor has always been a recipe for paranoia, and in this respect Goffman appears merely to be continuing a long philosophical tradition: the actor-as-paranoiac puts on the maximum number of masks to protect a threatened and fragile self against the daily threat of intimacy, disrespect, deception. (353)It is hardly surprising, then, that Dexter, a paranoid sociopath, stands as an exemplary instance of Goffman’s dramaturgical conception of the self, for Dexter is a show that consistently presents narratives about the relationship between the need to protect the “fragile” self through the construction of various personae. George also argues, with Lyman and Scott, that a “dramatistic” approach to understanding the world produces a cynical perspective because drama is predicated on the split between appearance and reality, nothing is what it appears to be, and nobody is what they appear to be (7). The actor, traditionally, has always worn a mask in some form or another. From the literal masks worn by the actors in ancient Greece to the sophisticated make-up and prosthetic devices worn by today’s thespians, actors, even when they are supposedly playing themselves, expose the gap between self and persona. Arguably, the most challenging and provocative aspect of George’s theory of the actor for persona studies lies in his thesis about how the reviled art of the theatre, which has been pilloried for so many centuries, can function as a paradigm for authenticity. He cites Artaud and Grotowski as examples of two iconic figures that view the theatre as a sacred space that facilitates ‘close encounters of the authentic kind (George 361).George attempts to rescue an authentic core identity, which he perceives to be under siege from the likes of Goffman, who proffers an “onion” model of the self. In George’s reading, Goffman produces a self without an essential, authentic core. This is hardly surprising given Goffman’s background. As an advocate of symbolic interactionism, a school of sociology that proposes that the self is produced as a result of various acts of socialisation, Goffman’s dramaturgical account of the self reinforces George Herbert Mead’s belief that “when a self does appear it always involves an experience of another; there could not be an experience of the self simply by itself” (195).Dexter not only dramatises this self/other dynamic, but also underscores the extent to which we, to use the terminology of Benita Luckmann, inhabit a series of “small life-worlds.” In other words, we lead a series of part-time lives in part-time worlds—modern life, for Luckmann writing in 1970, unfolds on multiple stages that are not necessarily connected or operate according to the same regulatory principles. She writes,The multi-world existence of modern man requires frequent ‘gear-shifting.’ As he moves from one small world into the next, he is faced with at least marginally different expectations, requiring different role performances in concert with different sets of people. (590)Dexter must negotiate a variety of different social roles, each with different requirements and demands. He must, therefore, cultivate a professional persona as a blood-splatter analyst, and perform the personal roles of brother, lover, husband, and so on. Each of these roles occurs in a different “life world” and requires a different presentation of self. Luckmann’s analysis of modern life remains compelling despite being written more than 40 years ago, and she raises one of the most crucial questions for persona studies: what “self,” if any, functions as the executive “gear-shifter?” In Dexter, the narrative voice, the voice behind the masks implies such an essential entity—the true, authentic self, which is consistent with Jung’s account of the relationship between self and persona.Despite a welter of critical theory that debunks the possibility of an essential, self-identical, authentic self (from Adorno’s anti-Heideggerean argument in The Jargon of Authenticity to various post-structuralist theories of subjectivity, especially Judith Butler’s conception of performativity) the idea of sovereign self stubbornly persists in everyday discourse. One of the tasks of persona studies must be to examine these common notions of self and authenticity. On one level, most people experience the “self” as something that refers to what we might call a singular sense of being, and speak about when the feel “most like themselves.” For some, the self emerges within the private realm, the “backstage” areas to use Goffman’s terminology (3). Others speak of feeling most like themselves in executing a social role or some kind of professional occupation. For example, take this extract from a contemporary self-growth web site:Are you feeling like you don’t know who you are anymore? Or maybe you feel like you never really knew yourself. Perhaps you’ve gone through most of your life living by other people’s agendas or ideas of who you should be, and are just now realizing that you really don’t know yourself, your dreams, or your purpose. (Ewing 2013)From the Platonic exhortation to “know thyself” through to the advice dispensed by self-help gurus, the self emerges as a persistent, if elusive, trope in scholarly and everyday discourse. Persona studies needs to reckon with the scope and breadth of the deployment of the self. Indeed it is the very ubiquity of terms like self, authenticity, and persona that require genealogical analysis in the Foucauldian sense of the term. This task entails looking for and uncovering the conditions of possibility for talking about the self across a wide range of contexts.In summary, then, I contend that persona studies needs to carefully examine the relationship between various theories of self and the discourse of authenticity, and establish the extent to which Goffman’s apparently cynical account for the self challenges the assumed authenticity of the self in the Jungian paradigm. Of course, there are many other approaches one could take to this question. For example, Sartrean existentialism problematises any simple opposition between self and persona in its insistence that the self is the product of the others’ perceptions of the subject. This position is captured in his famous maxim that “hell is other people.” This is not because other people are inherently antagonistic or hostile, but that one’s sense of self is in the hands of others. Sartre dramatises this conundrum elegantly in his 1944 play, No Exit.Sartre’s philosophy also engages with the discourse of authenticity, which it borrows from Heidegger’s Being and Time. Existentialism, in its many guises, dominated continental philosophy up until the 1960s and popularised the idea of “authenticity” as an ideal, which enables one to avoid the tyranny of the “They” and avoid the pitfalls of living in bad faith. There is a possibility that the nascent discipline of Persona Studies, as articulated by P. David Marshall and others, risks ignoring the crucial relationship between the discourse of authenticity and the presentation of self by concentrating on the “presentational self” as a set of pragmatic, tactical techniques designed to maximise the impact of impression management within a variety of social and professional contexts (Marshall “Persona”; Barbour and Marshall “Academic”). A more detailed and direct engagement with Foucault’s account of the emergence and constitution of the modern subject, as well as with theories of performativity and authenticity that challenge the arguments and verities of Goffman, and Jung, can provide a richer account of how the concept of persona operates today with reference to, say, “the networked self” (Papacharissi; Barbour and Marshall).So, I would like to conclude by returning to Dexter and the question of authenticity. Dexter can never really manage to identify his authentic self—his “gear-changing” core.It’s there always, this Dark Passenger. And when he’s driving, I feel alive, half sick with the thrill of complete wrongness [...] lately there are these moments when I feel connected to something else... someone. It’s like the mask is slipping and things... people... who never mattered before are suddenly starting to matter. (Dexter, “An Inconvenient Lie”)In this speech, he paradoxically identifies his “dark passenger” as the driver (Luckmann’s “gear-changer”) but then feels “the mask” slipping. There is something beyond what he assumed to be his dark core—the innermost aspect of being that makes executive decisions. Moreover, the status of Dexter’s “dark passenger” is unclear in this speech—is he ‘”he self” or some external agent impelling Dexter to commit murder. Either way Dexter questions the motives and authenticity of this “dark passenger” and those of us with a stake in the nascent discipline of persona studies would do well to be equally skeptical about the status of our key terms.References Adorno, Theodor. 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Season 1, Episode 3. DVD Showtime, 2006.Sartre, Jean-Paul. No Exit and Three Other Plays. Trans. Stuart Gilbert. New York: Vintage, 1989.“self, pron., adj., and n.” OED Online. Oxford University Press, March 2014. 13 April 2014.Tyree, J.M. “Spatter Pattern.” Film Quarterly 62.1 (2008): 82-85.