Abby Day transformed research into nonreligion by demonstrating how to talk about belief without asking religious questions. This article aims to go a step further by demonstrating a way of... Show moreAbby Day transformed research into nonreligion by demonstrating how to talk about belief without asking religious questions. This article aims to go a step further by demonstrating a way of exploring (non)religious imaginaries without asking belief-centred questions. It does so by suggesting that researchers 1) ask what people are willing to commit their precious time to doing and subsequently 2) pay attention to the myths they tell in sustaining these actions and the way that the imagination brings these to life.I suggest that asking people what they believe may force them into a response that forecloses the complexity of their imagination. Focusing on the belief-based distinctions between purportedly ‘religious’ and ‘nonreligious’ people as has proved particularly popular in the psychology of religion reproduces a (post)Protestant understanding of religion as deeply held belief. Recent developments in sociology and anthropology suggest that this is an inaccurate understanding of many religious people. I suggest that it also places conceptual constraints on explorations of nonreligious imaginaries.Perhaps it does not matter whether people believe that a literary figure really existed or whether or not people believe in life after death. Instead what matters is the agentive force the characters they are imagining have over their lives. Show less
Cybersecurity experts foster a perception of cybersecurity as a gloomy underworld in which the good guys must resort to unconventional tactics to keep at bay a motley group of threats to the... Show moreCybersecurity experts foster a perception of cybersecurity as a gloomy underworld in which the good guys must resort to unconventional tactics to keep at bay a motley group of threats to the digital safety of unsuspecting individuals, businesses, and governments. This article takes this framing seriously, drawing on film studies scholarship that identifies certain aesthetic themes as associated with moral ambiguity in noir films. This article introduces the term “cyber-noir” to describe the incorporation of noir elements in cybersecurity expert discourses. It argues that the concept of cyber-noir helps explain the persistence of practices that blur legal, moral, and professional lines between legitimate and malicious activity in cyberspace. Consequently, changing cybersecurity requires not only institutional and technological measures, but also a re-constitution of cybersecurity identities themselves. Show less
In this discussion paper we look at questions that adults have about numbers. Many of their questions are not about pure mathematics, but about personal, cultural or societal issues. We discuss how... Show moreIn this discussion paper we look at questions that adults have about numbers. Many of their questions are not about pure mathematics, but about personal, cultural or societal issues. We discuss how to connect mathematical topics with things people are interested in, based on theoretic knowledge from the field of science communication. We focus on using narratives to make mathematics more personal, how to use games as demonstrations and different ways to present the same mathematical problem in different societal settings. Show less
We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e.,... Show more We examined the role of mental imagery skills on story comprehension in 150 fifth graders (10- to 12-year-olds), when reading a narrative book chapter with alternating words and pictures (i.e., text blocks were alternated by one- or two-page picture spreads). A parallel group design was used, in which we compared our experimental book version, in which pictures were used to replace parts of the corresponding text, to two control versions, i.e., a text-only version and a version with the full story text and all pictures. Analyses showed an interaction between mental imagery and book version: children with higher mental imagery skills outperformed children with lower mental imagery skills on story comprehension after reading the experimental narrative. This was not the case for both control conditions. This suggests that children’s mental imagery skills significantly contributed to the mental representation of the story that they created, by successfully integrating information from both words and pictures. The results emphasize the importance of mental imagery skills for explaining individual variability in reading development. Implications for educational practice are that we should find effective ways to instruct children how to "read" pictures and how to develop and use their mental imagery skills. This will probably contribute to their mental models and therefore their story comprehension. Show less
Van Lankveld, T.; Schoonenboom, J.; Kusurkar, R.A.; Volman, M.; Beishuizen, J.; Croiset, G. 2016
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning... Show moreBeginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers’ identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years. Show less
