Journal articles on the topic 'New Mind New School project'

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project.1 Implicit in the animation process is reflective and strategic thinking that helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation project takes place in school and targets Year 4 children (aged 8 and 9 years old) and their dads/male guardians. The project is accompanied by staff development in school to promote the same Learning to Learn approaches across curriculum and home/school boundaries. A team of researchers at Durham University is engaged in two projects: first, developing better understanding of the intervention elements and, second, evaluating the impact. This article will focus on data arising from the former and will explore the space for family learning created in the project. We propose that the context of an inherently challenging animation project, which includes schools, parents and children working together in new ways to learn new skills associated with information technology and creative story making, increases the likelihood of dialogue about learning. It opens up the possibility of new relationships between home and school as well as increases the potential for learning-based conversations that could be lifelong and lifewide.

One of my favorite far side cartoons features Rex the Wonder Dog. Rex is shown balancing an elaborate array of objects while traversing a tightrope on a unicycle. The caption reads, “High above the hushed crowd, Rex tried to remain focused. Still, he couldn't shake one nagging thought: He was an old dog and this was a new trick.” Maybe that cartoon speaks to you the way it does to me. As one of the developers of the middle-grades curriculum Mathematics in Context (MiC), one of the Standardsbased middle school curriculum projects funded by the National Science Foundation, I have used that cartoon many times to describe to teachers, young and old, how it might feel to be a teacher who is about to implement a mathematics curriculum such as MiC. I can usually tell from the nervous laughter that although they might not be old, they recognize that the new Standards-based curricula will require them as teachers to learn “new tricks.”

Our recent project supported through Unlocking Curious Minds funding from New Zealand’s Ministry of Business Innovation and Employment enabled us to introduce school students to the fascinating, yet frequently forgotten, fungal kingdom. In this project, we demystified the science of species discovery. We collaborated with students at three schools and initially introduced the fungal kingdom to students that ranged in age from 8–17. We then set out to find, discriminate, and describe a species new to science with each school. We communicated with the students through social media and traditional means at each step of the discovery process, which culminated with the students visiting us at Manaaki Whenua-Landcare Research in Auckland. The students were given a tour of our two nationally significant collections, the New Zealand Fungarium and the International Collection of Microorganisms from Plants. During this visit we revealed the genus of the fungus that the students had discovered and the students chose the species epithets for each new fungal species. These new species were published in scientific papers in which the names of the students, and their main teachers, from each school were included. Our project enabled us not only to educate students about Fungi, which are often overlooked in school curricula, but also to introduce students to the importance of species discovery, taxonomy, and the role of collections.

At times when Serbia is planning to invest in improving the quality of learning environments up to a hundred million Euros through School Modernization Project 2010-2014, describing some of the trends in school buildings design in Western countries is regarded to be crucial. Schools are places where young members of our society are educated. School building design can have a direct influence on the way we assimilate, learn and integrate with other people, and can also affect the way we, as a society, integrate sustainability into our lives. A building is able to teach and convey new ways of materializing sustainable principles. Nowadays many experts claim that ?sustainable school is the most appropriate strategy for renovating educational processes and achieving quality education' [1]. Therefore, this paper deals with some of the aspects of school development in relation to environmental sustainability principles. Each aspect is supported by an example of a contemporary school that included one or more of those principles. Towards the end some of the benefits of approaching schools with environmental sustainability in mind are presented. It is hoped that the results of this article will act as an invitation and stimuli for architects and planners, especially in Serbia, to reconsider their previous practice and start observing school design through the prism of sustainable development.

The seismic assessment of existing school buildings is an important issue in earthquake prone regions; such is the case of the Algarve, which is the southern region of Portugal mainland. Having this problem in mind, the PERSISTAH project (Projetos de Escolas Resilientes aos SISmos no Território do Algarve e de Huelva, in Portuguese) aimed to develop a computational approach enabling the damage evaluation of a large number of individual school buildings. One of the school typologies assessed was the so-called “P3” schools. This typology is composed of several different modules that are combined in different manners depending on the number of students. Each module was built in accordance with architectural standardised designs. For this reason, there are many replicas of these modules all over the Algarve region. The structural system of each module is composed of a frame of reinforced concrete (RC) elements. Nonlinear static seismic analysis procedures were adopted to evaluate the structural seismic behaviour, namely by using the new concept of performance curve. Based on the obtained results, it was possible to conclude that the seismic safety of this type of school building is mainly ruled by the shear capacity of the columns. This study also shows the difficulties of carrying out accurate seismic assessments of existing buildings using the methods of analysis that are established in the Eurocode 8.

<span style="font-size: 9pt; font-family: 'Times New Roman', serif;">All children throughout the world aged 4 to 17 are going to schools every weekdays. The most common transport used by children is school bus. In many countries accross the globe, most children uses school bus services to go to school and return back home especially to working parents. Although safety of their children is always the main concern of all parents especially the young ones, they have to rely on the bus services due to time constraints during working hours. Sometimes parents need to call the bus driver to ensure their children has reached home or school. This will create inconvenience to bus driver and may lead to other unwanted consequences. Realizing the root of this problem, a school bus safety and security system has been proposed. The school bus safety and security system is a solution based on Short Messaging System that notifies parents if their children have safely arrived at home or school. RFID and GSM technologies are the main technique proposed in this project. RFID is used for several purposes; to identify the children and parents’ contact number, and attendance monitoring through head count system. GSM is used as a commucation platform to inform parents’ on their children’s movement via SMS. Several tests have been conducted to analyse the overall performance of the developed hardware prototype. From the results, it can be concluded that the developed project is successfully identify the children based on their unique ID, send a text message through SMS to parents with required information; and additional feature of attendance checker. The hardware prototype was successfully tested for children’s identification, attendance and SMS notifications to parents. As a consequence, this project could increase the safety and security solution for children travelling with school bus transportation and give parents peace of mind.</span>

This article is about some lessons of the multi-cultural analysis of a joint Russian-British educational project. The analysis, based on the achievements of Russian pedagogical science, about the achievement of the most effective cross-cultural communication, can be listed among the outcomes of the project, along with the applied results, which consists in developing an educational management training program. The growth of innovation process and international contacts in education testifies to the fact that education culture is evolving toward a new quality. In the evolution/process, the basic needs of schools, teachers and education managers are identified and conceptualized. Sharing achievements and discoveries in professional growth should be kept in mind and that fulfilling the needs can only take place within the context of the cultural-pedagogic position inherent to an individual teacher, a group of teachers, or a school. From the point of view of cross-cultural analysis, the specifics lie in the inherent values and the level at which the activity is typically performed. This analysis equips the researcher with the criteria necessary for identifying the culture type dealt with. This latter can be used then as a tool for analyzing and designing innovations.

<p>Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory. This research is proposing a suitable educational tool which can increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation, an educational game with Meta-cognitive activity is proposed. An animated puzzle game that adapts acitivities that enables to nurture meta-cognitive skills has been developed and tested. Heuristic testing and functionality testing has been done towards the project prototype and positive results has been obtained. An enhancement of prototype will embark a new perspective of educational mechanism and could improve students higher order thinking skills capability.</p>

Robotics currently occupies a prominent position in the educational scenario, used as a new teaching methodology, it is inserted in many schools. As this is a new technology investment tends to be high and consequently there are still schools that did not have access to this method. With this in mind, our goal was to propose a project that combines low cost and yet provides a great benefit in student learning. Our work was developed following the Free Robotics methodology that uses the Arduino UNO board, as it is a low cost material and easy to work. The constructed project will have the following functions: read the three-segment measurement using an ultrasonic sensor (HC-SR04), verify whether or not these measurements form a triangle, and form, classify the triangle's type, calculate its perimeter, its area and finally also provide the values of the internal angles of the triangle.

The STEAM science competition “Our Experiment” (organized by the Lithuanian Center of Non-formal Youth Education) is one of the opportunities to diversify the educational process and encourage students to take a deeper interest in natural sciences. We are convinced that the STEAM science-based competition encourages students to work in teams and collaborate on research. Teamwork skills are especially needed in today’s world of science and work, as one person’s mind or skills are no longer enough here. Already at school, it is important to point out that knowledge of one subject is often not enough to identify and solve problems, different sciences complement each other, and their integration often creates opportunities for innovation. Working with the STEAM method inevitably integrates subjects in the educational process. The STEAM science competition led to the search for an integrative topic. It became the subject of "Papyrus Production". Subject - Knowledge of the world. Integrated programs: Lithuanian language, mathematics, art and technologies, information technologies, human safety. I wanted students to be able to apply cognitive skills in integrating subjects: critical thinking, practical skills, analysis and conclusions, information processing, application and deepening of knowledge, presentation. Nature of work - integrated lessons. The lessons took place in the gymnasium science laboratory. Educational film based on practical activities: Home Papyrus Production https://www.youtube.com/watch?v=OJClRehaATc The STEAM science competition used the tools of the gymnasium's natural sciences laboratory (during the implementation of the EU-funded project “Supply of Schools with Natural and Technological Sciences” most Lithuanian schools were equipped with natural sciences - tubes, flasks, microscopes, sensors, optical kits). The STEAM science competition led to the search for an integrative topic. "Papyrus production" is a topic of world cognition. Subjects were integrated: Lithuanian (analysis of the study material, expressive language for making a film), mathematics (weighing of bulk materials, time calculation, water temperature measurement), art and technologies (sheet cutting, gluing, drawing, drawing sketches), information technologies (filming of scenes, timer setting, searching websites for information on Egyptian symbols, papyrus production, glue production at home), human safety (safe handling of electrical appliances, boiling water, sharp objects). Throughout the learning period, students remained active as one activity changed to another. Students learned new concepts, worked on the principles of science, presented his competitive work to the school community, at student science conferences. Keywords: engaging in educational material, educational method STEAM, smartphones.

It all started on a chilly evening in late April of 1993. I was in Slovenia as a participant in the musicological conference Slovenian Music Days, hosted by Professor Primož Kuret of the Music Academy in Ljubljana. I had just presented the findings from a Norwegian research project named The Resonant Community indicating that inclusion and sharing of the cultural heritage of immigrants in the school curriculum for music and dance would lead to a considerable improvement of the social climate of participating schools with a significant reduction in ethnically related conflicts, when something happened that proved to open a new chapter in my life.

Capstone engineering design courses have been a feature at research universities and four-year schools for many years. Although such classes are less common at two-year colleges, the experience is equally beneficial for this population of students. With this in mind, Madison College introduced a project-based Engineering Design course in 2007. This paper explores Madison College’s experience over the past decade offering this class. Unique challenges and opportunities for engineering design courses at two-year colleges are discussed. Our findings include several recommended practices to benefit colleges and universities at any level that are creating new engineering design courses.

Sensory gardens are places designed to stimulate the senses. Most often they are designed near hospitals and schools, where due to availability of the garden, people suffering from sensory processing disorders (autism, dementia, depression) can enjoy new experiences in a safe and comfortable environment. The purpose of the study was to show the possibility of introducing a sensory garden also to the housing estate. The city of Krasnystaw is located 50 km south of Lublin. By carrying out an inventory of existing vegetation and study work, project guidelines were developed. One of the social aspects of the work was to create a garden, that is to integrate the residents. The plant material was selected having in mind senses specification, including hearing, smell and sight. Architectural elements (lighting, benches, gazebo) that were missing so far have been designed, using mainly natural materials – stone and wood. The project selected decorative species of trees and shrubs in terms of colors and forms of leaves, flowers, fruits and an interesting conformation.

Despite the fact that oral English classes have been available since primary school, most students’ oral English skills are poor and they struggle to communicate in simple everyday situations. This new requirement has been proposed in light of the general lack of English listening and speaking skills among Chinese college students. The current manual test for CET-4 and CET-6 will be gradually replaced by a computer test, and the CET-6 computer test will be included in the “quality engineering” project of national university teaching. The natural integration of artificial intelligence and education is assisting in the transformation of the traditional education ecology. Mind mapping has also had a significant impact on the education industry, and it has significant value in current educational applications. In order to truly realize personalized learning, we should pay more attention to the educational noumenon that the status of educators and learners has changed in education, that is, the transformation from educators to learners’ development. Artificial intelligence technology can be used effectively by junior high school English teachers to conduct oral English evaluation activities, which can more accurately judge students’ oral English expression ability and serve as a useful tool for adjusting and improving students’ learning methods.

At the December, 1945, annual meeting of the Association of American Law Schools, William Draper Lewis, who had directed the American Law Institute since its founding, made a startling confession about the founding of the ALI. Everett Fraser, then president of the AALS, had enticed Lewis to speak by complimenting the former University of Pennsylvania Law School dean: “People [at the AALS] talked of a Juristic Center. In the American Law Institute you made it a reality.” There was some truth to this—Lewis was the driving force behind the creation of the ALI. Fraser nevertheless mischaracterized Lewis's achievement. According to an unpublished, recently discovered typescript of Lewis's informal remarks, Lewis chided Fraser, “you know that there is not a word of truth in what [you] said… [because in] doing what I could to establish the American Law Institute, I did not create but rather for the time being killed any attempt to establish a legal center.” Lewis conceded many members of the AALS in the early 1920s “desired to start a Judicial Center conceived of as a place where law professors could meet, usually in the summer, discuss law, carry on legal researches and write legal books.” Lewis claimed he had torpedoed that plan; he had something very different in mind for the ALI “Elihu Root and [I] used this [AALS Committee on a Juristic Center] to summon a group of prominent lawyers to meet with the members of the Committee, and that by the work of that larger group grew the American Law Institute and its Restatement of the Law… it is not true that the American Law Institute is a Juristic Center. It is what Mr. Root and I intended it to be: an organization to carry out specific legal projects for the constructive improvement of the law and its administration.”

Abstract InnEO’Space PhD project is preparing young researchers for a successful career by developing modernised and transferable PhD courses and learning resources based on innovation skills and employers’ needs as well as in-depth knowledge of high stakes and approaches of Earth Observation in many application domains. The mains objectives of Inn’EO Space PhD are to enhance and develop researchers’ innovation-oriented mind-sets and skills through Earth Observation, raise awareness about employment opportunities in academia and industry among researchers and scientists, tackle future skills mismatches and create new synergies between PhD students and researchers and potential employers. The first action has been to develop the InnEOStartech where the program was set for European PhD students with the aim of developing their taste for entrepreneurship spirit through idea of founding a company or designing an application. The second action has been to develop a summer school that delivered both technical skills and soft skills, thus providing all the ingredients for an innovation-oriented mindset. From these activities we shall develop a series of SPOCs (Small Private Online Courses) that will be made available to the community for further dissemination and exploitation.

Food waste is a major problem, and it is estimated that 1/3 of all food is wasted. The climate crisis has fuelled an interest in looking for solutions as well as increased interest from youth to take action. School plays an important role here. The research goal was to explore that role in developing young people’s engagement with food system change. The challenge of food waste was used as a case to create new solutions, while at the same time to create learning. The YouFoo Club program was used for the study and included 4 schools. It built on Project Based Learning, the Knowledge Triangle, and the concepts of 21st century skills; took advantage of scientific and digital principles; ran for 8 weeks; and concluded on International Food Waste Day. A sample of schools was recruited, the process was structured as a case competition, and the end goal was to present the solutions at the final event. The research shows that it is possible to bring youth into solution making, that the process contributed to learning, and that it fitted well with principles of Education for Sustainable Development. The following were found to be drivers: understanding evidence and knowledge, insight into digital technologies, the possibility of being able to work with mentors and role models, the possibility of participating in external projects, the setting of clear performance-oriented end goals, and the potentials of developing science communication skills.

Research accounts of mathematical and scientific competence play a central role in ongoing efforts to reorganize education. At the same time, new technologies change the character of work in settings where these competencies are learned and used. Two contemporary research programs—(1) cognitive science studies of expert versus novice skill and (2) interactional studies of scientific and technical practice—produce sharply diverging accounts of what competence is and how it develops. Cognitive science has been broadly accepted as a template for educational change, while relevant interactional perspectives have had little impact. We propose a synthetic approach that draws on both programs, illustrated with a comparative study of mathematical practices in design work. Starting with scenes in which groups of designers collaborate to make space for others, we restore material and social aspects of their work settings in an exploration of discipline-specific forms of competence. Our continuing project is to reassemble competence in terms of: (a) people's local representational practices, (b) their trajectories of participation within and across institutional settings, and (c) their capacity for managing social relations of accountability. Experts' schemata contain a great deal of procedural knowledge, with explicit conditions for applicability. Novices' schemata may be characterized as containing sufficiently elaborate declarative knowledge about the physical configurations of a potential problem, but lacking abstracted solution methods. (Chi, Feltovich, and Glaser, 1981:151). Rule 7. Before attributing any special quality to the mind or to the method of people, let us examine first the many ways through which inscriptions are gathered, combined, tied together and sent back. Only if there is something unexplained once the networks have been studied shall we start to speak of cognitive factors. (Latour, 1987:258).

This article explores the importance of education and schooling precisely, as the catalyst for the development and transformation of citizens within, the African context. Historically, intellectual and citizenship education has always been seen as a western concept within the African continent. Hence, this exacerbated the myopic view that intellectual education is new as its approach in schools is often western oriented. Drawing from post-colonial theory, this study opines that though education and learning in particular have played a pivotal role in the enhancement and transformation of citizens in Africa as a whole during the post-independence era, citizenship education is not a new concept. Further, I expound and interrogate the African governments’ efforts and initiatives in fostering citizenship through learning. More so, this study points out that if we do move beyond any labelling essentialities, intellectualism has always been part and parcel of the nucleus of education among these nations and schools have also served as catalyst of social change. This is clearly reflected in various tasks and projects found in educational policies and frameworks which include enhancing the provision and access to education, language policies, indigenous knowledge systems and the indigenisation of the school curriculum to enable it to be relevant to the current national ideals and vision. Conclusively, these programmes and initiatives were obviously implemented towards citizenship development aimed at empowering pupils with specific kind of education ideal for intellectual and national development within the countries of the Global South. Thus, the paper opines that the teaching of new learning areas through heritage studies in secondary schools, national and strategic studies in tertiary institutions should further be reconceptualised to reflect the local context and their ways of understanding and deconstructing the colonial narratives and mind set.

Abstract The issue of integrating children with special educational needs in mainstream school depends on several factors. The most important is the support teacher, who is the link between school, family and community, between children and teachers and other specialists. (Avramidis & all 2000, Ainscow 2016, etc.). Teachers need to change their own mind set and system of values according to the new social responsibilities in order to become promoters of human diversity, acceptance and tolerance. Therefore, teacher training must respond diligently to the new teacher’s roles and responsibilities. The main purpose of this research was to identify the training needs for support teachers based on the analysis of their own socio-educational experience (their own role and their particular training needs as support teachers), as well as (mainstream school) teachers’, pupils’ and parents’ perceptions regarding integration. This study was conducted in a mixt methods structure, which employed both quantitative and qualitative methods for data collection. A questionnaire-based survey was conducted, with mainstream teachers, on one hand, and parents, on the other hand. We addressed the issues of attitudes towards the integration of children with SEN (special education needs) and the collaboration with the support teacher. Also, focus-group interviews were conducted with support teachers. A number of 112 participants were included in the study (57 teachers from mainstream schools, 20 support teachers, and 35 parents ) Conclusion: Teachers’ and parents’ cognitive schemas regarding what a support teacher can and should do in order to facilitate the integration of children with SEN are different from his/her actual educational role and responsibilities. This gap between the social representations and the actual job description can be bridged by building a more complex and accurate understanding of how every actor involved in the integration process must become aware of one’s personal beliefs and expectations, assume and thoroughly play his/her part in a collaborative manner. Teacher training through transformative learning based on sharing experiences and group projects is a learning experience suitable for developing competences for teachers for special education.

John Cage, in addition to being a prolific writer, composer and artist, was an avid mycologist. His mycological pursuits included: frequent and intensive foraging expeditions, teaching the subject at New York's New School of Social Research, heading multiple official mycology based societies, and of course, cooking mushrooms. In 1959, Cage won five million lire on an Italian TV quiz show with mushrooms as his specialty subject. Artistically, Cage composed numerous poetic and sound-based projects about mushrooms, as well as numerous sketches and watercolors of mushrooms. Cage amassed an impressive collection of books and mycological related ephemera, which he donated to the University of California at Santa Cruz with the express instruction that they be used rather than preserved. The theme and presence of mycology was never far from Cage's mind or heart. They were an artistic muse as well as a Zen teacher for Cage, paradoxically meaningful and meaningless as symbols. This article seeks to explore mushrooms as a possible unifying thread in the often-inscrutable life of one of America's most beguiling artists.

The modern world requires a new mindset for people to enable them to become self-evaluating human beings. Kegan (1994) termed this complex system of mind the self-authorship. This is the ability to generate belief systems and intrapersonal states internally. The self-authorship analyses are culturally diverse. This paper presents two theories, namely the concept of self-authorship by Baxter Magolda (1998, 2001) and Obuchowski’s (2000, 2006) theory of self-authoring personality. The latter remains a framework of the description of central psychosocial attributes for the self-authoring personality of Montessori School graduates. The self-authoring studies of diagnostic character aimed at qualification of the authoring personality standard as well as subjective denotations of authoring attributes of the Montessori School graduates. The study covered 69 former students (56.5% women, 43.5% men) of the state Primary Montessori School in Lublin. The self-authoring personality standard was qualified using The Self-Authoring Personality Questionnaire elaborated by Obuchowski and colleagues (Blachnio & Obuchowski, 2011). The personal denotations conferred on authoring attributes were examined by means of the questionnaire My Experiences based on the adaptation of Self-Confrontation Method by Hermans (1991). The level of self-authoring personality in female and male groups was high and characterised by similar values. In the personal statements the persons being examined described themselves as those who perceive themselves as a source of behaviour and the own aims were object of their projects designed for accomplishment in relation with the other people. As follows from the data, the participants of the study acquired skills indispensable for making individual decisions about themselves and the outer world.

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. 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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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When do Salps bloom? In this MBIE Curious Minds funded project we sought to address the growing need to involve people at a young age in learning involving active scientific research, to enhance societal understanding of science and technology and promote careers in STEM/STEAM to groups traditionally less represented. We engaged Leigh Primary School children with Salp research led by Dr Moira Decima from NIWA, and with citizen science through involvement in the co-design of a mobile app to report salp (marine invertebrate) sightings in coastal and underwater environments in our case study site: Goat Island Marine Reserve. The goal of the project was to engage students in cutting-edge marine science research and conservation; and in technological development through the co-design of a mobile app to report salps sightings in local coastal environments. Salps constitute essential prey items for multiple species of fish (including commercially important species like Hoki and Oreos), and can play a major role in ocean biogeochemistry by enhancing carbon (CO2) sequestration. In addition, the presence and extent of population blooms has increased in some parts of the world, presumably as a consequence of global warming, making these organisms sentinels of climate change. They are also unique in New Zealand because they seem to predictably bloom during the summer in coastal areas, yet this information is anecdotal and hence constituted a real opportunity to involve Leigh School to contribute to globally-relevant marine research. Important to local communities, the presence and abundance of these organisms affects tourist and local enjoyment of marine habitats, as low densities can result in attractive items for underwater experiences, but high densities render diving, fishing, boating and other water activities problematic. Students participated in a series of face-to-face events, including two visits to the Goat Island Marine Discovery Centre (University of Auckland); vlogging with Dr Decima while leading the RV Tangaroa on the #SalpPOOP (Salp Particle expOrt and Oceanic Production) research voyage; snorkelling at Goat Island Marine Reserve; and learning presentations by Leigh School children during SeaWeek 2019, where students presented their learning, enjoyed a sausage BBQ, and tried out virtual reality experiences designed to learn about salp research and marine conservation in general. We also engaged with Goat Island Dive & Snorkel dive instructors and selected customers during the app co-design phase to gain app prototype feedback. A mobile application (salpcount.nz) following a citizen science engagement framework that will allow data collection of salps in New Zealand was created with input from Leigh School students and selected Goat Island Dive & Snorkel customers and instructors, and with the engagement of multiple partners and through a hands-on educational program. Leigh School students were able to learn about an interesting marine biology topic relevant to them, while contributing to an application that will hopefully produce data through citizen science on the patterns and frequency of salp blooms around New Zealand. Here we report on this case study project highlighting what worked and what we learned, and some implications for future practice.

The increasing number of magazine covers dedicated to brain studies and the success of magazines and scientific journals entirely dedicated to brain and mind indicate a strong interest on these themes. This interest is clearly surpassing the boundaries of scientific and medical researches and applications and underlines an engagement of the general public, too. This phenomenon appears to be enhanced by the increasing number of basic researches focusing on non-health-related fMRI studies, investigating aspects of personality as emotions, will, personal values and beliefs, self-identity and behaviour. The broad coverage by the media raises some central questions related to the complexity of researches, the intrinsic limits of these technologies, the results’ interpretative boundaries, factors which are crucial to properly understand the studies’ value. In case of an incomplete communication, if those fundamental interpretative elements are not well understood, we could register a misinterpretation in the public perception of the studies that opens new compelling questions. As already observed in the past debates on science and technologies applications, in this case, too, we assist to a communicative problem that set against scientific community on one side and media, on the other. Focusing our attention, in particular, on the debate on fMRI, taken as a good model, in the present letter we will investigate the most interesting aspects of the current discussion on neuroscience and neuroscience public perception. This analysis was performed as one of the bid - brains in dialogue - activities (www.neuromedia.eu). bid is a three year project supported by the European Commission under the 7th Framework Program and coordinated by Sissa, the International School for Advanced Studies of Trieste, aimed at fostering dialogue between science and society on the new challenges coming from neuroscience.

In the Decree of the President V. V. Putin of July 21, 2020 "On the national development goals of the Russian Federation for the period up to 2030", there are two national goals that are directly related to the book and library business: the education of a harmoniously developed and socially responsible personality and the implementation of digital transformation of key sectors of the economy and social spheres. The Russian Bibliologos (book mind) has been creatively and collectively created over millennia. Cognition of the essence of the Bibliologos is a priority task of book and library science and library and information education today. The article examines the biological and social prerequisites of book communication, the dynamics of the development of the classical Bibliologos and the scientific and pedagogical foundations of the formation of the non-classical Bibliologos of the XXI century.The Bibliologos is understood as a biologically and socially determined intelligent productive force mastered by people in the process of hominization (humanization). The following functional definition is proposed: Bibliologos is the collective mind of a historically stable community of people who own the book culture, write and read books and are directly involved in the production of the bibliosphere. The Classical Bibliosphere is defined as a supersystem of book-communication systems that ensures the reproduction, preservation and further development of the national book culture. The structure of the bibliosphere is formed by socio-cultural institutions (systems, or branches of the book business), namely: publishing, printing industry, book trade, librarianship, bibliography. Each institute includes practice, education, science, special communication, management bodies. The branch problems of the bibliosphere are studied by related, but relatively independent, scientific and practical studies (bibliography, library science, records management, book history, bibliopolistics, editsiology, etc.), and bibliology is engaged in general problems – a complex science (or a complex of sciences) about books and books, as well as general document theory, or documentology. In addition to branch institutes, the bodies of the bibliosphere are: bibliophile socio-cultural movement; non-profit and commercial founders and voluntary associations; government authorities and censorship.The participation of the Russian Bibliologos and the library school in the implementation of the human-creative project as a national target is envisaged. Particular attention is paid to the European experience of modeling a new type of person, the historical project "Memory for the Future", cyber-socialization of the society of the future, topical issues of non-classical library and information education and the synthesis of book culture and digital culture of the XXI century. It is concluded that national security and the well-being of future generations depend on the non-classical Bibliosphere, in particular on national libraries and school librarians.

For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.

Good mental health is a condition when our mind is in a calm and calm state, so we can enjoy everyday life and appreciate other people around us. Depression is a mental illness with biggest cases in Indonesia that causes problems in everyday life, not only can damage interactions or relationships with other people but can also reduce achievement at school and work productivity. The purpose of this project is to provide adequate and appropriate healing facilities for patients with health problems in Jakarta with buildings that have been adapted to the pandemic era with innovations in mental health recovery through an ecological approach. The methods used to support this project are Heinz Frick's ecological building principles, Kisho Kurokawa's symbiotic method, assisted by a biophilic and healing architecture. The conclusion of this project is to create a space (building and environment) that can help with mental health healing that can be a bridge between humans and the environment and connect them as closely as possible and create a new atmosphere in this pandemic era. Keywords: biophilic; ecology; healing depression; post-pandemic; symbiosis Abstrak Kesehatan mental yang baik adalah kondisi ketika batin kita berada dalam keadaan tenteram dan tenang, sehingga dapat menikmati kehidupan sehari-hari dan menghargai orang lain di sekitar. Depresi adalah penyakit dengan pengidap paling banyak di Indonesia yang menyebabkan masalah dalam kehidupan sehari-hari, tidak hanya dapat merusak interaksi atau hubungan dengan orang lain, namun juga dapat menurunkan prestasi di sekolah dan produktivitas kerja. Tujuan dari proyek ini adalah untuk memberikan fasilitas penyembuhan yang memadai dan layak bagi pasien gangguan kesehatan di Jakarta dengan bangunan yang telah disesuaikan pada masa pandemi dengan inovasi dalam pemulihan kesehatan mental melalui pendekatan ekologi. Metode yang digunakan untuk mendukung proyek ini adalah prinsip bangunan ekologis dari Heinz Frick, metode simbiosis dari Kisho Kurokawa, dibantu pula dengan biofilik dan healing architecture. Kesimpulan dari proyek ini adalah untuk menciptakan wadah (bangunan dan lingkungan) yang dapat membantu pemulihan kesehatan mental yang dapat menjadi jembatan antara manusia dan lingkungan dan menghubungkannya sedekat mungkin dan menciptakan suasana baru di masa pandemi ini.

Research and analysis of the integration of ideological and political courses in colleges and universities is an important part of the construction of ideological and political courses in colleges and universities in the new era. In the integration of ideological and political courses in large, medium and small schools, the education of national conditions and people's conditions is the eternal theme and core content of ideological and political courses, while the education of national conditions and people's conditions is not only a subject course content centered on knowledge.It is not simply an active curriculum content aiming at the cultivation of interest, motivation and attitude, but a systematic project that needs to "run through the whole process of school education" and promote it to "enter the classroom, textbooks and minds". On the basis of previous research results, this paper further studies the integration construction, and takes the education of national conditions and people's conditions as the breakthrough point.It enriches and supplements the previous research results, and helps us to better understand the related issues of the integration of ideological and political courses. In addition, how to solve the problem of insufficient cohesion in the integration of ideological and political courses in primary and secondary schools, and establish the consciousness of "collaborative research" on the construction of theoretical teachers in the community of ideological and political theory courses.

Abstract: Research identifies Teacher Quality as the most important school related factor influencing student achievement. As rightly stated in NEP,2020 that the role of teacher is to shape the minds of younger generation. Teacher must be passionate, motivated, well qualified and well trained in content, pedagogy and practice. This paper presents the glimpse of the process and documentation of Action Researches by Pre-service trainees and practicing teachers of a district as to how it has enabled them to improve their practices and helped them grow professionally. An innovative project on’ Action Research’ by Pre-Service and InService Teachers have brought radical changes in School related Practices by developing a scientific attitude of solving the problems and becoming a researcher on their own .A Handbook on Innovative Practices Based on Action Research Projects by ETE and D.El.Ed students during their School Experience Programme has been published by us. It is an ongoing project and it emphasises on developing scientific temper among teacher –trainees and develop an inquiring mind. Action Research Proposals were developed by teachers and these were executed and published for wide sharing. Action Research practices are the worldwide global practices that are undertaken as quality initiatives. It is practiced globally in all areas including education for seeking solutions scientifically for improving the existing practices. Action Research should form an integral component of teacher education as envisioned in NEP to attract, build and sustain the best, passionate minds in teaching profession. This Paper gives a detailed account of how these action researches proposals were developed and executed by trainees and practicing teachers in the field and abstracts were written and documented based on the completed action research reports. The copies were disseminated in project schools for continuing such educational endeavours. It set an exemplar for teacher educators, teachers and students for evidence-based practices and motivated all to continue to explore, experiment and reflect on their school /classroom practices.

Introduction: In January 2020, a small, private school of nursing in a university in the pacific northwest, established the Initiative for Vital Practice (I4VP). The I4VP’s primary goal was to create a sustainable pathway for increasing vital practice through increasing resiliency and self-care practices. Objectives. The ensuing pathway’s objectives were to, (1) take previously identified factors related to perceived stress related to workloads, impacts on professional quality of life and psychosocial exposures during the COVID-19 pandemic; and (2) develop and pilot test a wellness intervention (i.e., wellness pods) for faculty and staff to build community and find new ways to enhance well-being through peer support. Methods: Five focused Wellness Pods were developed on Microsoft Teams platform using the individual channels: (1) stress and mind–body exploration pod; (2) mindfulness in healthcare pod; (3) healing relationship pod; (4) environmental pod; and (5) physical activity pod. Faculty and staff self-selected into a Wellness Pod that interested them. The Wellness Pods met weekly in person over a period of two months. Quantitative and qualitative data was collected via cross-sectional surveys including: four sociodemographic items, one item on current stress level, one write-in item on current stress management at work, two write-in items focused on the cognitive reasoning for participation, the 7-item subjective vitality scale focused individual difference, the 7-item subjective vitality scale focused on the state level, the 10-item perceived stress scale, and one item ranking which wellness pod the individual wanted to participate in. There was one trained facilitator for the overall Wellness Pods operations and communication. Results. The average score on the perceived stress scale was 22.3 (SD = 3.5), indicating moderate levels of perceived stress. The average score on the individual difference vitality score was 26.5 (SD = 7.6), whereas the state level vitality score was 21.4 (SD = 9.98), indicating moderate levels of subjective vitality. Two categories: stress management and wellness pods, were identified through content analysis. Conclusions: Through pilot testing, this project demonstrated feasibility for future wellness pods interventions for faculty and staff at schools of nursing. Future research is needed to evaluate the effectiveness of the wellness pods intervention.

This paper addresses the problem of information technology systems failure. It is argued that conventional approaches to project management assume that success depends upon imposing control. This paper invokes a novel metaphor, namely the chimpanzees’ tea party, for highlighting the limits of this assumption and showing how control-based approaches to project management can be counterproductive. Paradoxically, situations may arise where projects can be more effectively controlled by not attempting to impose control. Mind is the forerunner of everything. Mind is sovereign. All things are generated by mind. (Dhamnapadi, verse 1)

This article describes the Massachusetts Institute of Technology's New American School Design Project. As the MIT designs show, urban schools can be more than just educational facilities: They can become community centers that combine functions to enhance both the educational experience of students and the life of the neighborhoods that surround them.

At Kent State University, a National Science Foundation project, Development of a Logo-based Geometry Curriculum, is currently re· conceptualizing the elementary school geometry curriculum. Based on the premise that computers will be widely available to students in the near future, the project is exploring ways that the Logo computer language can be used to enhance the learning of geometry

Purpose of the study: The author addresses the problem of cultural education, the search for the most effective forms and conditions for the implementation of study programs and new elective study courses. Methodology: The author highlights the following principles, on which the teacher should rely on the educational process: conceptual, civilizational, cultural and historical, religious, ethnic and national, regional and territorial, artistic and aesthetic. Main Findings: The content of the article is built on the disclosure of cultural education from the standpoint of a wide range of research by scientists and teachers, as well as the requirements for the results of mastering the basic educational program of general education. As an example, the author highlights the integral structure of the general culture of the individual, in which she (conditionally) identifies important components. The article reveals the essential characteristics of the basic principles of pedagogical organization of conditions for the realization of cultural education. Applications of this study: The article shows that the introduction of a new elective course "Cultural and educational tourism" contributes to the expansion of students' artistic needs and interests. Novelty/Originality of this study: The author reveals the importance of the interdisciplinary nature of training, as well as the application of the excursion method of knowledge, which helps to attract various information sources that reveal historical, geographical and cultural resources, as well as artistic attractions.

In the changing and developing world, the methods and approaches which promote learning experiences of individuals develop at the same pace. If such methods are integrated into the education system as an alternative to traditional teaching methods, it will enrich the learning experience for children and provide teachers with an opportunity to reach more children. As part of this, the research aims to use the mind mapping method to develop school readiness skills of preschoolers. This study was designed with a quantitative research procedure and was planned using a quasi-experimental design. The working group for the study was made up of 44 children, of which, 21 belong to the experimental group and 23 the control group. For the first step of the study, teachers were given mind mapping training and later the children in the experimental group were subjected to mind mapping applications in 22 themes (school, numbers, shapes, our healty, cooperation, emotions, nature…), comprising 7 large group and 15 individual mind mapping applications. The mind map theme of the week was covered every day in that week's program. As a result of the study, a significant difference in scores for school readiness skills between the experimental and control groups was revealed for all sub-dimensions in favour of the experimental group. The study indicates that the mind mapping technique applied with the children in the experimental group supports their readiness for primary school considerably.

Implementation of space technologies into educational process in the study not only physics, mathematics and astronomy, computer science, geography, ecology, history, natural history and other school subjects. “Lessons from space in a new format” is a continuation of the project cosmonaut Alexander Serebrov “lessons from space”. The main objective of the project is to develop teaching materials for school course of aerospace education. Such materials can be used in class groups and sections of an aerospace focus, and also within the main school course and are not adjusted for stronger training and development of interest of schoolchildren to work in the aerospace industry. It is very important to organize technically equipped educational environment and maximize the utilization of the training space. It is important to understand that the space lessons are very necessary for the education and training of the younger generation. This is particularly interesting when the cosmonaut becomes a teacher. No matter where he performs a lesson in class or in orbit. In today’s rapidly changing world, a variety of teaching and educational process is not simply the acquisition of knowledge is primarily on the training of future active citizens who will strive to preserve and develop peace on Earth and in space.

The school nurse is often sought out by students because he or she has an ability to listen to the student, offers an intervention that focuses attention on the student, and allows the student to experience her or his symptom in a new way. Helping the student to change the way the symptom is experienced, shifting focus, and adapting to a new awareness are all ways of using mind-body concepts. Many states’ Boards of Nursing Registration have developed rulings expanding the scope of practice to include mind-body interventions. This article will explain three such interventions applicable to the school nurse setting: breathing exercises, mindfulness practices, and the use of imagery.

AbstractThis article addresses the colonial project of “civilizing” and educating indigenous people in the farthest corners of the Dutch empire – South Dutch New Guinea (1902–1942), exploring the entanglement between colonial education practice and the civilizing mission, unravelling the variety of actors in colonial education in South Dutch New Guinea. Focusing on practice, I highlight that colonial education invested heavily in disciplining the bodies, minds, and beliefs of indigenous peoples to align them with Western Catholic standards. This observation links projects to educating and disciplining indigenous youth to the consolidation of colonial power. Central to these intense colonial interventions in the lives of Papuans were institutions of colonial education, managed by the Catholic mission but run by non-European teachers recruited from elsewhere in the Dutch colony. Their importance as proponents of the “civilizing mission” is largely unappreciated in the historiography of missionary work on Papua.

The purpose of this study was to understand the perspectives of recently retired principals who were mentors to new school leaders in a high-need urban school district. Mentors reflected on the mentoring needs and challenges faced by new school leaders while also reflecting on their own careers as school principals. This study was informed by the literature on mentoring as well as the reflective practice literature. We used focus groups as the primary method of collecting data. Data analysis followed the process of open coding and independently identifying relevant data followed by constant comparison to narrow down the list of codes. The findings point to the need for mentoring new school leaders and to focus on promoting confidence and a growth mind-set in principals. Additionally, the findings point to reflective mentoring as a possible mentor model to benefit and support mentor self-learning as well as supporting principals.

The article is devoted to the scientific heritage of the famous Ukrainian linguist, lexicologist and lexicographer of the 20th century L. S. Palamarchuk, a former employee of the Potebnia Institute of Linguistics and the Institute of the Ukrainian Language of the National Academy of Sciences of Ukraine. He would have turned 100 this August. His name immediately brings to mind the lexicological and lexicographic school, which is associated with the Department of Lexicology and Lexicography of the Potebnia Institute of Linguistics. L. S. Palamarchuk headed the Department for 24 years until 1987. The scientist devoted his entire scientific life to his native Department. He was also the Deputy Director of the Academic Institute for Research. The main facts from the professor’s biography are given. He owns about 130 publications in specialized, didactic journals, collective monographs, domestic collections of articles, foreign collections, periodicals. He has contributed to over 70 publications as an editor. The directions of his lexicological research at different stages of scientific activity are outlined: study of the synonymy of the works of the Ukrainian writer of the 19th century M. M. Kotsіubynsʹkyi, ways of developing the vocabulary of the Ukrainian literary language, elements of the oral literary language. Comparative studies of the Ukrainian language with other Slavic languages are also mentioned. The dictionaries of different periods of publication, in the preparation of which the scientist took part, are named. The Explanatory Dictionary of the Ukrainian Language in 11 volumes was especially noted. This lexicographical reference book became the work of his whole life. The characteristic of L. S. Palamarchuk’s individual monographs is given. The main theses from the text of the monographs are emphasized, which have not lost their relevance for new lexicographic projects. They concern the study of lexical composition, the formation of a register of dictionaries, sources of illustrative material. Keywords: lexicology, lexicography, synonymy, vocabulary of the modern language, L. S. Palamarchuk

This article focuses on the two leading projects in the educational “struggle for the hearts and minds” of the people in the British North American colony of Lower Canada (currently the southern portion of the Canadian Province of Quebec) in the wake of the insurrectionary struggles and armed border incursions of 1837–38. (See Figure 1.) English Radicals and Whigs, with some Canadian allies, promoted a broad-ranging reconstruction of colonial government and legal and cultural institutions. The educational component of their project centered on the “nationalization” of the French- and English-speaking populations through the attendance of young people in common schools, where they would be instructed in a nonsectarian civil religion later known as “our Common Christianity.” The cooperative management of such schools by adult male property holders would train men in the operations of local representative self-government. Most of those involved in promoting this project for a new form of community understood it to be aimed at the assimilation of French Canadians to a broadly “British” nationality.

The purpose of this paper is to review the way in which cultural contributions to human nature have been treated within the field of cognitive science. I was initially motivated to write about this topic when invited to give a talk to a Cognitive Science department at a sister university in California a few years ago. My goal, on that occasion, was to convince my audience, none of whom were predisposed to considering culture an integral part of cognitive science, that they would indeed benefit from recognizing some affinities between the ideas of some of the founders of cognitive science and ideas about culture emanating from the Soviet (now Russian) cultural-historical school. My task in presenting this argument to the readers of Outlines is most likely the mirror image of that earlier effort. On the one hand, the ideas of the cultural-historical school are well known to this readership and you do not need to be lectured on the topic by an American whose knowledge of the topic is no greater than your own. At best, the ways in which I have appropriated those ideas and put them to work might provide an opportunity to reflect on the strange fate of ideas when they move between national traditions of thought. On the other hand, owing to a double twist of fate (after all, what was an American doing in Moscow in 1962 doing post-doctoral work in psychology) I was also present during the discussions leading to the founding of Cognitive Science in the early 1970’s and subsequently became a member of the Cognitive Science Program at UCSD in the early 1980’s, arguably one of the pioneering efforts to institutionalize this new discipline.My hope is this unusual confluence of experiences, and the ideas that they have generated, will be of some use to those who see value in a dialogue between these different intellectual projects. With this goal in mind, I will begin by providing my own brief history of key ideas associated with the origins of cognitive science. My presentation will of necessity be highly selective – it is the relevance of the inclusion of culture in cognitive science that is my major focus. I will then summarize some major milestones in the development of cognitive science at UCSD before turning to describe my own fusion of ideas from cultural-historical psychology and cognitive science as a kind of existence proof of the potential value of inter-disciplinary dialogue.