Search Results (309)

This paper combines Christopher Alexander’s pattern language with generative AI into a hybrid design framework. The result is a narrative synthesis that can be useful for informed project design. Advanced large language models (LLMs) enable the real-time synthesis of design patterns, making complex architectural choices accessible and comprehensible to stakeholders without specialized architectural knowledge. A lightweight, web-based tool lets project teams rapidly assemble context-specific subsets of Alexander’s 253 patterns, reducing a traditionally unwieldy 1166-page corpus to a concise, shareable list. Demonstrated through a case study of a university department building, this method results in environments that are psychologically welcoming, fostering health, productivity, and emotional well-being. LLMs translate these curated patterns into vivid experiential narratives—complete with neuroscientifically informed ornamentation. LLMs produce representative images from the verbal narrative, revealing a surprisingly traditional design that was never input as a prompt. Two separate LLMs (for cross-checking) then predict the pattern-generated design to catalyze improved productivity as compared to a standard campus building. By bridging abstract design principles and concrete human experience, this approach democratizes architectural planning grounded on Alexander’s human-centered, participatory ethos. Full article

The “Jiugao 酒誥” chapter of the Shangshu 尚書 is a proclamation on wine ethics, ordered by the Duke of Zhou for Kangshu to disseminate among the people. It marks the earliest system of laws and regulations concerning wine usage in Chinese history. In this chapter, the Duke of Zhou analyzed drinking from the perspectives of ethical philosophy and political dynamics, closely associating it with ethical codes, moral values, and political order. He criticized King Zhou of Shang for “drunkenness leading to national ruin” and detailed three ethical codes to regulate drinking practices. The Duke of Zhou established the ethical foundation of the Western Zhou Dynasty, incorporating the theory of wine virtue, and constructed its comprehensive political order. This exerted a profoundly lasting impact on Confucius and later Confucian scholars concerning the mandate of heaven and political thought, forming the basis of China’s political and cultural ethos for millennia. Full article

Scientific culture in pedagogical work involves the integration of scientific principles, values, and practices into education to promote critical thinking, evidence-based reasoning, and curiosity. It fosters an environment where students develop as independent learners, problem-solvers, and informed citizens. Teachers play a key role in cultivating this culture, acting as facilitators and guides who equip students with the tools to think critically and engage with the world scientifically. While often associated with STEM disciplines, scientific literacy extends beyond these areas, emphasizing the integration of scientifically grounded knowledge into all subject areas. To achieve this, teachers must continually enhance their own understanding and skills in scientific thinking. Staying updated with the latest scientific discoveries, critically evaluating information, and applying innovative pedagogical methods are essential. Professional development can provide a vital avenue for teachers to acquire these competencies. Approaches such as reading scientific literature, collaborating with colleagues, and attending specialized training programs can improve teaching strategies and promote scientific thinking in the classroom. This study investigated professional development programs provided for in-service teachers to understand how they contribute to fostering a scientific culture. The researchers collected data from municipalities in Latvia and online resources to summarize the information on the professional development programs provided to in-service teachers. This study examined how elements of scientific culture are reflected in teacher professional development programs in Latvia, using Merton’s CUDOS norms as an analytical framework. The acronym CUDOS refers to four foundational principles of scientific ethos: communalism, universalism, disinterestedness, and organized skepticism. These norms guided the evaluation of whether and how scientific inquiry values are embedded in the design and delivery of training programs for in-service teachers. Using quantitative and qualitative methods for data analysis, it was found that in-service teacher training in Latvia is highly eclectic and often lacks alignment with scientifically grounded principles. There are a lot of programs provided to develop transversal competencies, but very few subject-specific programs are available. The findings highlight the need for more structured and cohesive professional development programs to support in-service teachers in developing competence in cultivating scientific inquiry, nurturing curiosity, and empowering students to navigate an increasingly complex and technology-driven society. These insights offer practical implications for education policymakers and program designers aiming to enhance the scientific orientation of teacher training. By identifying specific gaps in content and alignment with scientific culture, this study provides an original contribution to the discourse on evidence-informed teacher development and supports a more conceptually grounded and equitable approach to lifelong professional learning in Latvia. Full article

The Seven Masters of the Quanzhen 全真七子 sect served as central figures during the founding phase of Quanzhen Daoism and played key roles in the sect’s early development. Originally positioned as the “Northern Seven Perfected Ones” (Bei Qi Zhen 北七真), they were instrumental in propelling the prosperity and expansion of Quanzhen Daoism. Over time, their images subsequently proliferated across various media—including portrayals in stone inscription, painting, biography, and novel, undergoing transformations through inscriptions, paintings, biographies, and novels—transforming transmission channels from Daoist temples to stage performances and from street corners to modern screens. In the Jin and Yuan 金元 periods, Daoist biographies and inscriptions portrayed the Seven Masters as exemplary figures of Daoist practice. In folk novels and precious scrolls (Baojuan 宝卷) in the Ming 明 and Qing 清 dynasties, they were presented as legendary, divine immortals and distant ancestors available for narrative appropriation. In modern times—particularly due to the popularity of Jin Yong 金庸’s martial art novels—they completed their universalization as Daoist cultural resources blending chivalric ethos and entertainment value. Examining the evolution of the Seven Masters’ imagery, two fundamental implications emerge: First, this transformation was jointly shaped by the power structures, functional needs, and media forms of each era. Second, beneath the fluid representations from sacred patriarchs of the Jin–Yuan period to modern entertainment symbols, there is an enduring thread of Daoist transcendental consciousness. Full article

Self-care is a complex concept that incorporates various strategies designed to promote personal wellbeing and prevent illness, which is a critical need in nursing given the profession’s inherent stressors. The physical, emotional, spiritual, and psychological demands placed on nurses can significantly influence their wellbeing and the quality of care they provide. Yet, professional accountability and responsibility for self-care remains contested within the profession. To support a healthier and more sustainable healthcare workforce, Approved Education Institutions (AEIs) delivering pre-registration nursing programmes can play a pivotal role in embedding self-care ethos and practices into the nursing curricula. Grounded in educational psychology and drawing on insights from related theories, this paper explores barriers to self-care, proposes actionable interventions, and advocates for its integration as a cornerstone of nursing education. Full article

This essay examines Diego Valadés, a Franciscan missionary, as a Renaissance “curioso” whose life and work were driven by insatiable inquisitiveness and a desire to acquire knowledge. Through his Rhetorica Christiana, Valadés, much like collectors of cabinets of curiosities and Wunderkammer, celebrated the richness of indigenous cultures in New Spain. Following the Renaissance ethos of curiosity-driven exploration that fostered a global pursuit of knowledge, Valadés’ work functions as a textual cabinet of curiosity, reflecting his experiences in New Spain and incorporating indigenous flora, fauna, and cultural elements unfamiliar to European readers. His text, originally intended to be titled Suma de todas las ciencias, embodies a new and modern knowledge system that is encyclopedic and proto-scientific in nature. However, Valadés’ intellectual pursuits were constrained by the conservative court of Philip II, where intellectual freedom often faced scrutiny. His work bridges the Renaissance’s intellectual curiosity with mnemonic practices, illustrating how collecting and memory techniques were intertwined in expanding the global understanding of the natural world. Full article

This article examines Marcel Janco’s Holocaust drawings, positioning them within the broader discourse of Holocaust representation, trauma, and avant-garde aesthetics. Created in response to the Bucharest Pogrom of January 1941, these works resist both forensic realism and pure abstraction, instead embodying rupture, instability, and fragmentation. Janco’s grotesque distortions neither document events with the precision of testimony nor dissolve into conceptual erasure; rather, they enact the instability of Holocaust memory itself. This essay argues that Janco’s Holocaust works, long overshadowed by his modernist and Dadaist contributions, challenge dominant frameworks of remembrance. Through comparative analysis with artists, such as David Olère, Anselm Kiefer, and George Grosz, it situates Janco’s approach at the limits of witnessing, exploring how his figures embody violence rather than merely depict it. While Olère reconstructs genocide through forensic detail and Kiefer engages with the material traces of memory, Janco’s grotesque forms share an affinity with Grosz’s politically charged distortions—though here, fragmentation serves not as critique but as testimony. Furthermore, the study interrogates the institutional and critical neglect of these works, particularly within Israeli art history, where they clashed with the forward-looking ethos of abstraction. By foregrounding Janco’s Holocaust drawings as both aesthetic interventions and acts of historical witnessing, this article repositions them as crucial yet overlooked contributions to Holocaust visual culture—demanding recognition for their capacity to unsettle, resist closure, and insist on the incompleteness of memory. Full article

This study critically analyses the urgency of establishing an ethos of discourse and action for the realization of an integral planetary ethic that is capable of addressing the challenges of our time. To this end, this study seeks to systematize ethos propositions for the implementation of intercultural education based on integral ecological ethics, aligning with the concept of Common Home. The outputs indicate that integral ecological ethics serves as a teleological, epistemic, and methodological support for intercultural education, while also proposing concrete pathways for the application of the values articulated in the encyclical Laudato si’ within educational contexts. The development of this study is guided by a qualitative research approach, integrating literature review and field study methodologies, which illuminate the perspectives of educators, students, and their families regarding well-being in both current and future contexts. The conclusions underscore the urgency of establishing an ethos of discourse and action in the implementation of integral planetary ethics, which relates to the integrative and dialogical propositions of intercultural education aimed at sustaining the integrity of both human and planetary dimensions. Full article

Graffiti’s dual existence as both public art and illicit practice has generated sustained legal, cultural, and aesthetic debates. This article examines the role of anonymity in shaping how graffiti is recognized, regulated, and interpreted within both legal frameworks and artworld aesthetics. Focusing on the legal battle over 5Pointz, a prominent New York graffiti site that was whitewashed in 2013 and demolished in 2014, I analyze how the Cohen v. G&M Realty L.P. case reveals a structural tension between graffiti’s collective ethos and the legal system’s emphasis on identifiable authorship. Drawing upon legal studies, urban cultural theory, and aesthetics, this article explores how the Visual Artists Rights Act (VARA) mediated the legal recognition of graffiti, often privileging curated, institutionally sanctioned works while rendering anonymous street art legally vulnerable. I further synthesize scholarly perspectives on 5Pointz to highlight how legal discourse constructs and delimits the status of graffiti within public spaces. Ultimately, I argue that anonymity functions not simply as an absence of authorship but as an aesthetic and political mode of experiencing the object, one that challenges traditional frameworks of artistic attribution and cultural legitimacy. By interrogating the legal and ideological forces that shape graffiti’s recognition, this article situates anonymity as a central, yet often overlooked, feature of graffiti’s critical and aesthetic power. Full article

Understanding how children engage with others is crucial for improving social interactions, especially when one of the partners is an animal. We investigated relationships between interaction strategies, visual attention, and facial expression identification of children interacting with an assistance dog, and evaluated the effects of a neurodevelopmental disorder (Autism Spectrum Disorder (ASD)) on these elements. Thus 20 children (7 with ASD, 13 with typical development or TD) participated in three experimental tasks: (1) face-to-face encounters with the assistance dog while wearing eye-tracking glasses to analyze visual exploration patterns; (2) free interactions with the assistance dog, assessed using ethological methods and (3) a computerized task evaluating human and canine facial expression identification. The results revealed that (1) visual exploration patterns varied depending on task instructions: ASD children paid less attention to faces and more to the environment than TD children; (2) both groups displayed similar behavioral patterns during free interactions with the assistance dog; (3) facial expression identification data did not differ between groups; and (4) within-group associations emerged between visual attention, spontaneous interaction behaviors, and facial expression identification abilities. These findings highlighted the complex interplay between visual attention, facial expression identification, and social behavior of children, emphasizing the importance of context in shaping interaction strategies. Full article

This article examines the emotional and intellectual dimensions of Torah study in contemporary Lithuanian Haredi Judaism in Israel by analyzing the cultural construction of ahavat ha-Torah (love of Torah). While scholarly discussions of religious love have traditionally focused on interpersonal love or love of God, this study highlights a unique form of love directed toward a textual object—the Torah. Drawing on discourse-analytic approaches and engaging both high and popular cultural sources within the Lithuanian Haredi world, the article explores how the ethos of this tradition constructs the Torah as an object of emotional attachment. To understand the nature of this distinctive form of love, the article develops three interrelated conceptual lenses: (1) love of Torah as love of wisdom, (2) the perception of Torah as an entity capable of emotional relationship, and (3) the ethos of toil (amal ha-Torah) as a practice of devotional attachment. These categories serve to unpack how Lithuanian Haredi discourse constructs a model of love that fuses intellectual rigor with emotional intensity. The article concludes by suggesting that within Lithuanian Haredi Judaism, while God is often depicted as transcendent and distant, the Torah takes on an emotionally immanent role—serving as a locus of sacred attachment, identity, and even revelation. Full article

The sustainable protection of cultural heritage is essential for the intergenerational transmission of cultural diversity and represents a central theme in the United Nations Sustainable Development Goals (SDGs) on “heritage resilience governance”. To address the policy sustainability challenges of large-scale linear heritage governance, this study examines the characteristics and shortcomings of Great Wall Cultural Preservation (GWCP) policies during its steady implementation. To analyze how policy instruments are distributed, whether policy objectives are synergistic, and whether stakeholders’ participation is reasonable, this study uses GWCP policy texts issued by China from 2006 to 2024 as research objects and establishes a three-dimensional analytical framework (“instrument–objective–stakeholder”). With the help of the NVivo 20 tool, the study analyzes the policy texts in one dimension and multiple dimensions, and finds that China’s GWCP policy has shortcomings in sustainability governance, such as the imbalance in the use of policy instruments, the overflow of contextual policy instruments, the government’s over-exertion of force, the need to release the functional space of stakeholders, and the lack of attention to the synergy between the goals of conserving architectural heritage and safeguarding the Great Wall ethos. Based on these findings, the study proposes three targeted optimization recommendations. This GWCP case study offers developing nations insights into balancing heritage protection objectives under SDG 11.4 with local development needs. Full article

The 7 October 2023 attack by Hamas on Israeli civilians and Israel’s ensuing assault in Gaza caused immense public upheaval in Berlin, home of Europe’s largest Palestinian diaspora. This article shows how Palestinian families intergenerationally navigate the ensuing losses, protests and school unrests, which took place not just in response to the devastation in Gaza and the West Bank, but also to Germany’s unwavering support for Israel, while suppressing pro-Palestinian voices. For the families, this intensification of the protracted Israeli–Palestinian conflict deepened a state of chronic crises based on traumas, longstanding insecurity and increasing xenophobia in Germany. Drawing from 11 years of ethnographic research in Berlin–Neukölln, I show how events since 7 October drastically changed the neighborhood’s ethos, forcing a communal front of silence. The silence was a reaction to fears of being misrepresented in the media and threats of deportation and school expulsions. Examining prevailing sociopolitical influences, and what happens within families and between generations, I illustrate how families became more insular in their mourning and grief yet found ways to navigate their political views intergenerationally. My argument scrutinizes sociopolitical processes leading to increased polarization and highlights the importance of schools as safe spaces for identity formation and contemplation. Full article

This study proposes Tewahedo epistemology, an Ethiopian knowledge system grounded in the Ge’ez language, as a decolonial framework for re-visualizing academic literacy in higher education. Tewahedo, meaning “oneness” or “unity”, integrates multiliteracies—written, oral, spatial, and visual—within a communal and culturally embedded ethos through its Tergwame (ትርጓሜ) epistemes and Andǝmta (አንድምታ) traditions. The aim of the article is to challenge the dominance of skills-based literacy models by positioning Tewahedo as a decolonized alternative, emphasizing contextualized knowledge, communal meaning-making, and epistemic belonging. Through a literature review, the study explores Andəmta as a communal and dialogic system of knowledge sharing, rooted in Ge’ez and Amharic hermeneutics. This framework serves as a template for Africanizing and decolonizing contemporary academic literacy development. Findings reveal that Tewahedo epistemology offers ancient yet innovative strategies for fostering interpretive, explanatory, and multimodal competencies in academia. The study argues that adopting a unified Tewahedo-based academic literacy framework can cultivate intellectual agency, decolonize educational spaces, and center Indigenous Knowledge Systems. It calls for educational reforms that promote cultural diversity, legitimize Indigenous Knowledge Systems, and nurture academic belonging for students in multilingual and multicultural contexts. Full article

From the Christian heartland of Europe emerged the techno-scientific culture borne from the Enlightenment movement. Prior to this cultural outlook that severed culture from its foundational roots in religion, it was the case that religion was not only a crucial agent in the shaping of culture, but in many ways, the heart of culture. With secular rationality and its underscoring of the techno-scientific mindset, a growing privatization of religion has become the acceptable ethos of contemporary Western culture. Secularism, largely understood in terms of a naked public sphere, is increasingly perceived to be the only form of rationality that can guarantee societal cohesion and the democratic spirit. But as Ratzinger pointed out in his 1993 Hong Kong Address to the Doctrinal Commissions of the Bishops Conferences of Asia, this Western understanding of culture that is governed by a hermeneutic of suspicion towards religion, and which seeks to replace the heart of culture with autonomous reason a la Kant, ends up leaving culture in a winter land of existential frostiness. By depriving culture of its roots in the transcendental dimensions of human experience, much of the wisdom and riches that have been accumulated in the pre-techno-scientific cultures—regarding fundamental questions such as “Who am I?”, “Why am I here?”, “What is the meaning of life?”, “What happens when I die?”, “Does life make sense?”, “Do I have a destiny?” and more—are now left to the manufactured logic of the techno-scientific with its anthropological reductionism that fails to offer the big picture of the cultural outlook that did not construe the scientific and the technological as antithetical to religion. This essay seeks to unpack the arguments Ratzinger made in this Address at Hong Kong, with the hope that this theological exegesis of the Hong Kong lecture could once again offer an invitation to the world of the techno-scientific, the world of secular rationality, to open up to the world of faith, so that together, the breadth and depth of the human culture would once again flourish in its greatness. Full article