bluuebunny/crossref_metadata_2025_split huggingface dataset:
Between Support and Mere Coexistence: Diverging Perspectives on the EU from Slovak Students in Peripheral Towns
Authors: Stangenberger Mathilde 
Published: July 2023

AbstractThis chapter analyses how young people perceive their EU citizenship. Based on four group discussions with students conducted in three peripheral towns in Slovakia, it shows that in their daily lives the EU is mostly present in the fact that citizens have the freedom of movement and educational opportunities. When asked to name the EU’s central achievements and rights, the groups engaged in very different debates, but many students agreed on peace, the freedom of movement and the right to vote. Part of the students expressed a rather favorable attitude towards to the EU and described the member states as sharing a similar set of values and are helping each other in times of crisis. Others, by contrast, emphasised the importance of the states as independent actors and perceived the EU as a system of coexistence. Looking at the right to vote, the students considered a lack of representation and mis-/noninformation as the main problems in the EP elections.
An EU Providing Freedom of Movement, Health Security and Financial Support: Students’ EU Perceptions in Two of Hungary’s Peripheral Towns
Authors: Mandru Nora , Víg Dorottya 
Published: July 2023

AbstractThe present chapter summarises the findings generated in four focus group discussions held among students in two peripheral Hungarian towns (Karcag and Siófok). Participants were asked to reflect on their self-image as (EU) citizens, their perceptions of the EU and its policies, as well as their participation in the (EU) elections. They agreed on the importance of the freedom of movement, of the EU-wide right to healthcare and the importance of the EU’s financial support for less developed countries. Besides this, the majority of students concurred that it was crucial to vote in the (EU) elections and underlined the importance of social media in motivating young people to do so. In general, discussions revealed a lack of knowledge regarding EU policies, which made it difficult for students to reflect on their positions.
How to Make Projects to Enhance Youth Participation Successful. A Comparative Analysis of Six Youth Dialogue Projects
Authors: Kirtzel Christoph , Lorenz Astrid 
Published: July 2023

AbstractExercising democratic participation rights is not a matter of course in the EU, especially for young people in peripheral areas of East Central Europe. Yet the future of European democracy significantly depends on the active citizenship of young people. On that basis, the European Commission supports projects fostering the participation of young citizens across Europe. Based on the experiences of six of these projects in post-socialist EU regions, this chapter sheds light on common success factors. They include tailoring a project to the target group, involving participants in the organising process, making young people’s voices heard and linking the local and the European level. As we show, these aspects partly coincide with the award criteria used by the Commission to decide on project funding. In sum, the analysis can contribute to making further youth projects successful.
Understanding Municipal Education Leaders in the Tension Between Politics, Professionals and Parents
Authors: Smeds-Nylund Ann-Sofie 
Published: July 2023

AbstractThis chapter explores how non-affirmative theories, such as NAT and discursive institutionalism, can complement each other when investigating educational and pedagogical leadership. Public policies, laws, and interests are transformed into pedagogical practice at the municipal level, and the educational leadership mediates between several practices. In many countries, a more liberal education policy has given rise to demands for clearer parental influence in schools. Public decision-making processes regarding educational issues change when more actors demand their voices be heard. In which educational issues is it then beneficial to initiate an extended debate and involve citizens? In the municipal context, a communicative discourse about education is to be preferred, although a coordinative discourse would be legal and correct. Everyone with an interest in the local school should have the opportunity to use their voice. We need ongoing, enlightened conversations about education, pedagogy, and Bildung at the municipal and local levels in our society.
Operating in an Outcomes-Based and a Democratic Bildung Discourse
Authors: Moos Lejf 
Published: July 2023

AbstractThis chapter presupposes that educational practices should build on multiple sources, theories, and influences: educational philosophy, didactics, culture, policy, power, and governance, to mention the most important. A concept of discourse is introduced in order to analyse and discuss the contemporary situation. Discourses allow us to organise and structure our knowledge and apply fundamental perspectives. Two main perspectives that emerge from diverse forms of societal governance and policy are introduced and discussed: A Democratic Bildung Discourse and an Outcomes-based Discourse, which emerge in a social democratic welfare state and a neoliberal competitive state, respectively. Governance is often supported by social technologies. Governance through contracts is used increasingly often. Its operation through soft power, standards, measurement, and strategy are discussed and criticised with concepts of general education and democratic Bildung. This is also the basis for criticism of the fast-growing use of online digital technologies such as learning platforms. In light of this new situation, we need to seriously reflect on appropriate theories and practices of education.
Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?
Authors: Tahirsylaj Armend 
Published: July 2023

AbstractInternationally, curriculum policy is often shaped through either content-based or competence-based curriculum approaches. Considering these two framings of educational policy discourse and curriculum policy making, this chapter compares and contrasts Bildung and twenty-first century competences as outcome(s) of education by examining the latest OECD and European Union (EU) education frameworks and visions and the latest curriculum reform agendas in the national contexts of Norway and Kosovo. The chapter relies on qualitative document analysis methodologically, and it is theoretically framed by non-affirmative education theory, critical-constructive didaktik and curriculum ideologies. Through a comparative reading of aims of education promoted by the OECD, the EU, Norway, and Kosovo frameworks, it is found that the OECD is recalibrating the education goals towards individual and collective well-being, the EU maintains the focus on mastery of key competences for lifelong learning, Norway promotes its dual mission of schooling towards education and Bildung, and Kosovo aims at mastery of key competences introduced in the latest curriculum reform. It is concluded that a Bildung-oriented curriculum policy could provide for a more holistic view of the individual and human development as it gives more agency to the individuals to shape their lives in their own terms and resume responsibility accordingly.
From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China
Authors: Ding Bangping 
Published: July 2023

AbstractBeginning with a resounding remark about how to regenerate a new civilization made by a Chinese modern philosopher, Hu Shih, this chapter briefly explores the question of why and how to re-establish Chinese pedagogics and didactics in the light of the non-affirmative theory of education in the globalized world of the twenty-first century. An overview of Chinese introduction to European pedagogics and didactics, Anglo-American curriculum studies, and Russian pedagogical theories is provided first, with a reflection on the shifts and changes that have taken place in the process of introduction to those foreign theories during the past century. Then, a reconsideration of the relationship of Chinese education to politics and economy from the perspective of the non-affirmative theory of education is offered, arguing that education should not play the dominant role in politics because education is not equal to politics, nor should it play the dominant role in economics because education is not equivalent to economics. Rather, education has its own role to play: to cultivate individual persons who are open to any ideas and have knowledge, competencies, and skills through which to create the new society that Chinese people desire. Based on the argument above, the author puts forward a fresh idea of how to re-establish Chinese pedagogics and didactics that can confront the challenges of the twenty-first century: to integrate German didactics with Anglo-American curriculum studies based on Chinese harmony. In conclusion, it is believed that with the rise of China in the economy and other fields such as science and technology over the past decades and a re-evaluation of Chinese traditions, theres is a new confidence that they should rebuild pedagogical discourses and disciplines, including curriculum studies, didactics, and curriculum and didactics as a blended new discipline.
Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century
Authors: Uljens Michael 
Published: July 2023

AbstractGiven the crisis of neoliberal education policy in operation since the 1990s, non-affirmative theories of general education, didactics, and subject matter didactics provide a productive language for global education discourse in the twenty-first century. This school of thought has the capacity to operate as a global meta-language of education due to how it defines the teaching-studying-learning process and how it perceives the dynamic relationship between different forms of societal practices. Given that education praxis occurs at different levels, and does not affirmatively mediate between the learner and society, and educates for a nonhierarchically organised societal praxis, teaching needs to recognise but not instrumentally affirm neither societal interests nor the learner’s life world. Rather, non-affirmative pedagogy helps us to identify and empirically study, at different levels, how education co-creates pedagogical spaces for discerning thought and reflexive practices around experiences, knowledge, and values. The approach offers itself as an alternative to contemporary educational policies such as academic factualism, educational performativism and competencism, pedagogical activism, and instructional technologism.
Herbart’s Educative Teaching in Times of Big Data-Based Measurement and Assessment
Authors: Lin Ling 
Published: July 2023

AbstractAs big data-based measurement and assessment in education is expanding worldwide since the turn of the century, the relationship between the evidence-based practical culture and the Bildung process (Geistesbildung) of the children has continued to provoke discussion among educational scholars. This chapter then attempts to rethink the teaching-studying-learning relationship in big data-based measurement and assessment by returning to the classical didactics (Didaktik), namely, Herbart’s theory of “educative teaching” (erziehender Unterricht). To a certain extent, it is the alienation of the teaching-learning relationship in the big data-based measurement and assessment that makes this classical education theorist, who is often overlooked, relevant today. To understand the non-affirmative character of educative teaching, we should return to one of Herbart’s earlier concepts, namely, the “aesthetic representation of the world.” With this concept, we can see that if the instruction is essentially a Bildung-oriented formation process based on the full interaction between the student and the contents of the world (Weltinhalte), that is, a process of expanding children’s experience and horizons of Bildung (Bildungshorizonte). In that case, the relationship between the teacher and the student, between the teaching activity and the learning activity, will fundamentally be determined by the initiation and development of the Bildung process, rather than by numerical symbols and their representation of a particular teaching and learning result. The non-affirmativity of modern teaching-learning relationship laid down by educative teaching should not be overlooked, especially in the age of big data-based measurement and assessment.
Bildung-Centred Non-affirmative School Didactics
Authors: Uljens Michael 
Published: July 2023

AbstractThis chapter contributes with a novel analysis of how non-affirmative theory of education and Bildung contribute to the development of a second generation of school didactics (Uljens, School didactics and learning. Psychology Press, Hove, 1997). Despite differences in terminology, non-affirmative general pedagogy and school didactics have similarities. First, inspired by the early reception Hegel-influenced education theorizing in Finland (J. V. Snellman, Z. J. Cleve), school didactics (SD) focuse the relational teaching-studying-learning process, which resembles the constitutive principles of summoning and Bildsamkeit. Second, both are Bildung-centred regarding the centrality and the educative treatment of teaching contents from the learner’s perspective. Third, despite one is centered on general pedagogy (‘Allgemeine Pädagogik’) and the other on didactics, both focus the school as an educative institution. Fourth, both focus how societal interests transform into and influence pedagogical interaction. Fifth, both accept a non-teleological view of societal development. Sixth, both positions accept critical citizenship (Mündigkeit) and democracy as central for public education. Yet, the chapter shows how the principles put forth in non-affirmative general pedagogy significantly deepens many themes in the early version of school didactics. The present version of school didactics makes a contribution by identifying three related pairs of subjectivity and intersubjectivity, and explains the transition between these by the principles of summoning to self-activity and Bildsamkeit. Non-affirmative SD also reminds that educational leadership is necessary for understanding school teaching.
Forgotten Relations Between Justice and Education: A Non-affirmative Education Approach
Authors: Alonso Juan José Sosa 
Published: July 2023

AbstractToday an instrumental perspective dominate the relation between justice and education (social justice through education). Such a view correspond to an economist, utilitarian, neoliberal and performative interpretation of education and schooling. While a social justice perspective is valuable, it is limited. We need to broaden the view and aspirations of justice to include intrinsically educational aspects. Only when justice is linked to the ethical essence of the educational relationship, it is possible to contribute to generating just subjects for fairer societies. This argument is based on H. G. Gadamer’s interpretation of the Platonic Politeia and M. Foucault’s description of the ethics of self-care. Throughout, the chapter recognizes the value of D. Benner’s model of non-affirmative education, grounded in his constitutive and regulative principles of education. This approach help us to understand how pedagogical relations regarding problematisation and reflective dialogue operate in overcoming the injustice that modern, affirmative school models seem to carry with them.
Between Doxa and Transformational Bildung: A Phenomenological and Social-Theoretical Rehabilitation of the Formation of Opinions with Egon Schütz and Pierre Bourdieu
Authors: Türstig Johannes , Brinkmann Malte 
Published: July 2023

AbstractThis contribution aims at expanding Benner’s understanding of non-affirmative Bildung from a phenomenological, practice-theoretical, and social-theoretical perspective. We thereby problematize the underlying fundamental dualism between socialization, habit, and affirmation on the one hand, and Bildung, transformation, and cognitive reflection on the other, along with a critique of the model of a rational subject. First, with Schütz, Husserl, and Fink, we provide a phenomenological perspective on judgment. With Schütz, it is possible to detach judgment, and thus Bildung and self-activity (Selbsttätigkeit), from the logocentric fixation on knowledge and truth. By including the life-world, the pre-predicative dimensions of judgment, habits, and opinions can be pointed out as the foundation and as the functional mode of judgment. Bildung thus becomes describable as a formation of opinions (Meinungsbildung). The sociality of opinion as judgment is then extended in the second step with Bourdieu in a social-theoretical perspective. For this, we work out habitualized doxa as the primary, judging approach to the world. We thus determine the pre-predicative judgment as a mode of the habitus and show that habitual dispositions in social practices are the basis of the experience of the world. In this way, habit, routine, and habitus can be taken out of the dual of mere affirmation and transformation that underlies Benner’s theory. The phenomenological and practice-theoretical considerations make it possible to bring into view both the life-world, and the bodily dimensions of pedagogical practice, as well as the dimensions of power, social inequality, distinction, and privilege, and capture them in their significance for the processes of Bildung.
Hermeneutics in the Non-affirmative Theory of Education
Authors: Mielityinen-Pachmann Mari , Uljens Michael 
Published: July 2023

AbstractThis chapter explores how the general theory of hermeneutics may help us to clarify how education and the process of Bildung relate. To this end, the chapter consists of two sections. The first section outlines why we need different notions of subjectivity and intersubjectivity for talking about the premises of pedagogical interaction and, in addition, about the results of Bildung. Three pairs of subjectivity and intersubjectivity are identified: as anthropological preconditions; as notions emanating from socialisation into a life-world; and finally, as self-reflexive categories. This first section views non-affirmative pedagogical intervention and Bildsamkeit as mediating between three pairs of subjectivity and intersubjectivity. The second section deepens the above reasoning by exploring how hermeneutics can function as a complementary approach for clarifying non-affirmative pedagogy. More precisely, how are the central questions of hermeneutics constitutive of and present in a theory of non-affirmative education?
Experimental study on the effect of the milling condition of an aluminum alloy on subsurface residual stress
Authors: Kuji Chieko , Chighizola Christopher R. , Hill Michael R. , Aurich Jan C. , Soyama Hitoshi 
Published: July 2023

AbstractAluminum alloys used in monolithic parts for aerospace applications are subjected to distortion and residual stress (RS) generated by milling, affecting the product fatigue life. Particularly, the change in RS with depth (z) has a characteristic distribution with a maximum compressive RS at a z several tens of micrometers from the surface; however, the RS value depends on the measurement method used. In this study, the RS distribution with z from the surface after milling was measured for the AA7050-T7451 aluminum alloy by two-dimensional X-ray diffraction (2D method). The results were compared with those of four prior measurement methods, and the validity of 2D method was verified. The changes in subsurface RS with z showed similar distributions under all measurement conditions except when cos(α)-XRD was employed. The 2D method provides high repeatability. The in-plane RS distribution was also measured using 2D method to investigate the effect of milling conditions on this distribution. The RS values varied markedly depending on the measurement position, particularly at a small collimator diameter of 0.146 mm, allowing detection of localized extreme RS values. The maximum RS at z = 0 mm was − 85.6 MPa at a cutting speed of vc = 200 m/s and feed per tooth of fz = 0.05 mm, while it was − 16 MPa for vc = 450 m/s and 6.8 MPa for fz = 0.2 mm, revealing that the compressive RS changes to tensile RS as vc and fz increase.
Nomogram for predicting the preoperative lymph node metastasis in resectable pancreatic cancer
Authors: Cheng Hao , Xu Jin-Hong , Kang Xiao-Hong , Liu Xiao-Mei , Wang Hai-Feng , Wang Zhi-Xia , Pan Hao-Qi , Zhang Qing-Qin , Xu Xue-Lian 
Published: July 2023

AbstractBackgroundLymph node metastasis (LNM) is a critical prognostic factor in resectable pancreatic cancer (PC) patients, determining treatment strategies. This study aimed to develop a clinical model to adequately and accurately predict the risk of LNM in PC patients.Methods13,200 resectable PC patients were enrolled from the SEER (Surveillance, Epidemiology, and End Results) database, and randomly divided into a training group and an internal validation group at a ratio of 7:3. An independent group (n = 62) obtained from The First Affiliated Hospital of Xinxiang Medical University was enrolled as the external validation group. The univariate and multivariate logistic regression analyses were used to screen independent risk factors for LNM. The minimum Akaike’s information criterion (AIC) was performed to select the optimal model parameters and construct a nomogram for assessing the risk of LNM. The performance of the nomogram was assessed by the receiver operating characteristics (ROC) curve, calibration plot, and decision curve analysis (DCA). In addition, an online web calculator was designed to assess the risk of LNM.ResultA total of six risk predictors (including age at diagnosis, race, primary site, grade, histology, and T-stage) were identified and included in the nomogram. The areas under the curves (AUCs) [95% confidential interval (CI)] were 0.711 (95%CI: 0.700–0.722), 0.700 (95%CI: 0.683–0.717), and 0.845 (95%CI: 0.749–0.942) in the training, internal validation and external validation groups, respectively. The calibration curves showed satisfied consistency between nomogram-predicted LNM and actual observed LNM. The concordance indexes (C-indexes) in the training, internal, and external validation sets were 0.689, 0.686, and 0.752, respectively. The DCA curves of the nomogram demonstrated good clinical utility.ConclusionWe constructed a nomogram model for predicting LNM in pancreatic cancer patients, which may help oncologists and surgeons to choose more individualized clinical treatment strategies and make better clinical decisions.
Improving energy community interoperability by utilizing Web of Things
Authors: Esterbauer Leonhard , Steindl Gernot , Kastner Wolfgang 
Published: July 2023

AbstractThe novel Energy Community (EC) concept introduces communal incentives for citizens to monitor and control energy usage. This circumstance brings up the need for digitalized solutions that support EC members in optimizing their energy usage. While research and industry already came up with concepts to tackle this problem, interoperability aspects of Information and Communication Technology (ICT) infrastructures are rarely investigated. As a result, the diverse protocol landscape of energy-related devices slows down technological penetration and consequently hinders the modernization of ECs. For this reason, the following paper proposes an architecture design that addresses interoperability problems in ECs by bundling communication issues into services that utilize the Web of Things (WoT) standard. Furthermore, the architecture design is demonstrated in a testbed environment where a WoT-compatible Electric Vehicle (EV) charging station and a legacy inverter are integrated.