Search Results (17)

Early modern theologians often cast female curiosity as both a moral flaw and an epistemic transgression. Aware of this suspicion, Teresa of Ávila professed to have renounced such dangerous impulses in her youth. Yet the persistent presence of curiosity in her writings suggests a strategic redeployment—one that fosters attentiveness and subtly renegotiates ecclesiastical authority as she actively advances reform within the Carmelite order. Through life-writing and scriptural exegesis, Teresa cultivates a disciplined appetite for knowledge: an appetite that outwardly conforms to, yet quietly subverts, doctrinal anxieties surrounding women’s intellectual desires. Her use of curiosidad moves fluidly between sacred and secular registers—sometimes connoting superficial fascination, at other times signaling a deeper, interior restlessness. Resisting reductive interpretation, Teresa reveals a sophisticated and self-aware engagement with a disposition both morally ambiguous and intellectually generative. The same culture that once feared her intellect would ultimately aestheticize it. After her death, Teresa’s relics were fragmented and displayed in Philip II’s Wunderkammer, transforming her once-condemned curiosidad into curiositas, an imperial collectible. Reading Teresa alongside her posthumous interpreters—Fray Luis de León and Miguel de Cervantes—this essay explores how her radical epistemological ambition reverberated through Spanish intellectual culture. Spanning this cultural arc—from sin to spectacle, from forbidden desire to sanctified display—Teresa emerges as a masterful theorist and activist reformer of spiritual authority. In these expansive roles, she reveals the immense and often contradictory power that curiosity wielded in the early modern world. Full article

This study examines the key factors that influence tourists’ perceptions of destination quality and loyalty in the context of adventure tourism in Santa Elena, Ecuador, an emerging destination in Latin America. A quantitative approach was used, with data collected through an online questionnaire completed by 318 participants. Structural equation modeling was conducted using SmartPLS 4 to examine the relationships between motivational constructs (intellectual curiosity, health assurance, stress relief, physical condition, and social connection), perceived destination quality, and loyalty. The findings reveal that health assurance (β = 0.395, p < 0.001), stress relief (β = 0.417, p < 0.001), and intellectual curiosity (β = 0.143, p = 0.010) significantly influence perceived destination quality, while social connection and physical condition did not show significant effects. Moreover, perceived destination quality strongly predicts tourist loyalty (β = 0.634, p < 0.001). The model explains 63.5% of the variance in destination quality and 48.1% of that in loyalty. These results highlight the importance of post-pandemic health concerns, emotional well-being, and intellectual engagement as drivers of satisfaction and loyalty in adventure tourism. While existing research has largely focused on motivations and quality perceptions in adventure tourism within developed regions, studies in post-pandemic settings across Latin America—especially using validated structural models—remain scarce. This study also contributes to filling a gap in the literature by analyzing post-pandemic tourist behavior in Latin America, an underexplored context in existing research on sustainable and adventure tourism. The findings offer theoretical contributions to the field of adventure tourism and practical recommendations for destination managers seeking to enhance their competitiveness and visitor retention in the post-pandemic context. 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

I examine the strategies through which Juan Eusebio Nieremberg, a professor at Madrid’s Jesuit Reales Estudios, promoted the role of curiosity in natural philosophy. I argue that Nieremberg responded to anti-curiosity criticism by restating how the two primary meanings of “curiosity” in early modern sources, “intellectual desire” and “diligence”/“care”, should relate to one another. By analyzing a set of works published in both Spanish and Latin between 1629 and 1635, I demonstrate that Nieremberg advocated a form of “curiosity” (in the sense of longing for knowledge) focused on what he called “nature’s artifice”, which constituted a specific facet of God’s “curiosity” (in the sense of attention or care in creation). In 1633, Nieremberg claimed that nature is nowhere more deserving of wonder than when it imitates art, actively challenging the way we understand the art–nature divide. I show that, by contrasting a superficial or external approach to nature with one that penetrates it in search of what is “artificial” about it, Nieremberg’s efforts at defining a virtuous and legitimate form of natural-philosophical curiosity involved re-negotiating the boundaries between natural philosophy and more ambivalent competing realms, such as aesthetics, rhetoric, and the occult sciences. Full article

This first-hand memoir essay offers a reflective narrative on the life and legacy of professor Leo Mazel, a prominent Soviet musicologist. Recounted by his stepson, the text weaves together personal memories, anecdotes, and cultural insights into Mazel’s professional contributions and personal life. As a pioneer in the field of music theory and analysis, Mazel’s rigorous approach blended mathematical precision with a deep commitment to artistic integrity. His unique scholarship extended to stylistic studies of composers like Beethoven, Chopin, and Shostakovich, with an emphasis on “holistic analysis”—a method that integrates historical and aesthetic contexts. Through rich storytelling, the memoir also provides glimpses into Soviet academic life, artistic censorship, and Mazel’s resilience against political pressures. Interactions with notable figures and intellectuals punctuate this account, painting a vivid picture of a life devoted to music, intellectual curiosity, and mentorship. Full article

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines. Full article

This study investigates the mediating role of intellectual curiosity (IC) in the relationship between teacher–student relationship quality (TSR) and science achievement among Emirati early adolescents. The objectives were to assess TSR’s predictive power on science achievement, evaluate IC’s impact on science achievement, examine the combined effect of TSR and IC, and investigate IC’s mediating role. Data from 17,475 valid cases in the PISA dataset were analyzed using Jeremy Hayes’ PROCESS macro, multiple regression models, and bootstrapping with 5000 resamples. The results indicated that TSR significantly and directly affects IC, which in turn positively influences science achievement. TSR’s direct effects on science achievement varied across cases, but IC consistently showed strong positive effects on science achievement, underscoring its critical role as a predictor of academic success. IC was found to significantly mediate the relationship between TSR and student performance. The findings suggest that enhancing both TSR and IC is essential for student success in science. The study’s implications for educational practices and policies include developing teacher training programs focused on building strong relationships with students and fostering intellectual curiosity through questioning and problem-solving. Specifically, educators should focus on skills and strategies for interacting with students, showing empathy, and forming strong relationships. Implementing ongoing practices that emphasize the intellectual aspects of learning can help students build curiosity, thereby improving their academic performance. The study provides valuable insights into the interactions between TSR and IC and their impact on students’ academic outcomes. Full article

The study aimed to investigate the allocation of figurative language comprehension (FLC) within the Cattell–Horn–Carroll (CHC) model of cognitive abilities, using three newly developed tests: the Reverse Paraphrase Test (RPT), the Literal Paraphrase Test (LPT), and the Proverb Test (PT). The analysis of a sample of 909 participants revealed that the RPT and LPT measured a unidimensional construct of FLC, while the PT was excluded due to insufficient fit. Combining RPT and LPT items, various models were evaluated, with a bifactor S-1 model showing the best fit, indicating the influence of a general factor (representing FLC) and test-specific method factors. The study explored FLC allocation within the CHC model, supporting its consideration as a distinct factor under the g factor. Examining the nomological network, significant correlations emerged between the Intellectual Curiosity and Aesthetic Sensitivity facets of Openness and FLC, which were comparable in size to the relation with general ability. In conclusion, the study enhances the understanding of FLC within the CHC model, advocating its recognition as a distinct factor. Correlations with Openness facets suggest valuable insights into the interplay between cognitive abilities and personality, necessitating further research for a deeper exploration of this relation. Full article

There is a great deal of academic literature, much of it coming from the social sciences and from social epistemology, which presents itself as addressing a very general problem: the problem of excessive falsehood. Falsehood comes in two general forms: false statements and false beliefs. Of course, falsehood, in both these forms, has always been with us, but it is often supposed to be on the rise. I will argue that there is no new or growing problem of excessive falsehood (variously referred to as the problem of “misinformation” or “fake news”). Furthermore, we should reject the very idea that falsehood as such is a problem, and hence we should reject the idea of coming up with public policy responses to this so-called problem. I argue that the idea that falsehood is a problem is a natural consequence of the idea that it is virtuous to love truth and hate falsehood. I argue that, although there are several virtues related to truth (such as the intellectual virtue of curiosity and the moral virtue of honesty), a love of truth and hatred of falsehood are not themselves virtues. Full article

Since the evolution of massive online open courses (MOOCs) as an Ed-Tech solution to various educational problems, learners have registered themselves for various MOOCs offered by various universities and MOOC platforms. However, it has been observed that many learners who register need to complete the course and progress further. Thus, the present research aims to study the learners’ lack of continuance of MOOCs. The research is based upon a quantitative research design in which a conceptual model is developed and tested empirically by employing a survey questionnaire as a tool for data collection. The data was collected from 377 respondents who were university students from Saudi Arabia studying at Jazan University, and partial least square-structural equation modeling (PLS-SEM) was used as a tool for data analysis. The results of PLS-SEM show that learner continuance behavior depends on three elements: perceived career success, perceived training opportunity, and satisfaction with MOOCs. The results further show that content vividness, interactivity, and intellectual curiosity are antecedents of satisfaction with MOOCs. The present research has argued that user gratification will yield continuance with technology products. It argues that rational aspects such as career success and acquisition of tangible skills can also yield continuance with technology products and services. Full article

The aim of this paper is to cultivate the future in Higher Education (HE), firstly by looking backward and learning from the past, then by looking around and questioning the present, and finally, by looking forward and imagining the future of HE. This paper seeks to answer the question of how HE can foster students’ life-world becoming, their emancipatory competence with wisdom pedagogy. The research method is based on selected literature from German educational philosophy (Herder, Humboldt, Hegel, Heidegger, and Gadamer) and on recent international publications discussing Bildung, self-cultivation, and life-world becoming in relation to HE. The findings show the need for moral education to enhance students’ flourishing in life with wisdom pedagogy. In the future, HE needs to focus more on cultivating character, emancipatory competence, life-world becoming, values, justice, trust, truth, and intellectual virtues such as intellectual humility, curiosity, open-mindedness, and courage. This paper offers a framework for synthesizing the epistemological and ontological goals of HE, and a framework that presents the place and role of wisdom pedagogy in developing emancipatory competences. This paper argues for applying wisdom pedagogy and its methods by teachers in HE to foster students’ capacity to flourish in life. The paper calls for more debates and research in understanding wisdom pedagogy in HE. Full article

Accelerated advances in science and technology drive the need for professionals with flexible problem-solving abilities towards a collaborative working environment. The advances pose a challenge to educational institutions about how to develop learning environments that contribute to meeting the aforementioned necessity. Additionally, the fast pace of technology and innovative knowledge are encouraging universities to employ challenge-based-learning (CBL) approaches in engineering education supported by modern technology such as unmanned aerial vehicles (UAVs) and other advanced electronic devices. Within the framework of competency-based education (CBE) and CBL are the design, implementation, and evaluation of an intensive 40 h elective course which includes a 5-day challenge to promote the development of disciplinary and transversal competencies in undergraduate engineering students whilst relying on UAVs as the medium where the teaching–learning process takes place. Within this credit course, a case study was carried out considering the framework of an exploratory mixed-methods educational research approach that sought a broad understanding of the studied phenomena using various data collection instruments with quantitative and qualitative characteristics. An innovative academic tool was introduced, namely a thematic UAV platform that systematically exposed students to the principles underlying robotic systems and the scientific method, thereby stimulating their intellectual curiosity as a trigger to solve the posed challenge. Moreover, students came up with innovative teamwork-based solutions to a designed challenge while having an enjoyable and motivating time flying drones on an indoor obstacle course arranged by themselves. The preliminary findings may contribute to the design of other CBL experiences, supported by technology applied for educational purposes, which could promote the development of more disciplinary and transversal competencies in future engineers. Full article

Participation in family history research may be a passing phase for some, but for others, it is a recreational pursuit exciting passionate intensity that goes beyond idle curiosity or short-term interest. In this paper, we explore some of the underlying motives that drive amateur genealogists, including the search for self-understanding, the desire to give something of value to others and the enjoyment of the many intellectual challenges that this hobby can provide. Using data accessed from an online survey of 775 Australian family historians, we developed a reliable and valid measure of the intensity of these psychosocial motives and used research participants’ qualitative data to suggest four further motives of interest for future research and measure development. Full article

One of the main objectives of the Undergraduate Dissertation is to evaluate the skills associated with a degree. Student satisfaction with the training and skills acquired can be an indicator of the quality of higher education. This paper aims to analyse student satisfaction with Undergraduate Dissertation at the Faculty of Economics of the University of Santiago de Compostela (Spain). Based on a survey conducted among 130 students (75.7% of a total of 172 students who presented their UD during the academic year 2013–2014), structural equation modelling was applied to analyse the influence on satisfaction of aspects related to intellectual curiosity and the perception of acquired skills. The results show that the perception of the skills acquired play a crucial role in students’ satisfaction with Undergraduate Satisfaction, conditioned by their perceived future usefulness and backed by personality and motivation elements that encourage their acquisition. The results confirm the significant role played by the tutor, who emerges as an element that boosts the central relations of the model. Full article

The role of a properly balanced diet in the prevention and treatment of mental disorders has been suggested, while vegetables and fruits have a high content of nutrients that may be of importance in the case of depressive disorders. The aim of the study was to conduct a systematic review of the observational studies analyzing association between fruit and vegetable intake and mental health in adults. The search adhered to the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and the review was registered in the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD42019138148). A search for peer-reviewed observational studies published until June 2019 was performed in PubMed and Web of Science databases, followed by an additional manual search for publications conducted via analyzing the references of the found studies. With respect to the intake of fruit and/or vegetable, studies that assessed the intake of fruits and/or vegetables, or their processed products (e.g., juices), as a measure expressed in grams or as the number of portions were included. Those studies that assessed the general dietary patterns were not included in the present analysis. With respect to mental health, studies that assessed all the aspects of mental health in both healthy participants and subjects with physical health problems were included, but those conducted in groups of patients with intellectual disabilities, dementia, and eating disorders were excluded. To assess bias, the Newcastle–Ottawa Scale (NOS) was applied. A total of 5911 studies were independently extracted by 2 researchers and verified if they met the inclusion criteria using a 2-stage procedure (based on the title, based on the abstract). After reviewing the full text, a total of 61 studies were selected. A narrative synthesis of the findings from the included studies was performed, which was structured around the type of outcome. The studies included mainly focused on depression and depressive symptoms, but also other characteristics ranging from general and mental well-being, quality of life, sleep quality, life satisfaction, flourishing, mood, self-efficacy, curiosity, creativity, optimism, self-esteem, stress, nervousness, or happiness, to anxiety, minor psychiatric disorders, distress, or attempted suicide, were analyzed. The most prominent results indicated that high total intake of fruits and vegetables, and some of their specific subgroups including berries, citrus, and green leafy vegetables, may promote higher levels of optimism and self-efficacy, as well as reduce the level of psychological distress, ambiguity, and cancer fatalism, and protect against depressive symptoms. However, it must be indicated that the studies included were conducted using various methodologies and in different populations, so their results were not always sufficiently comparable, which is a limitation. Taken together, it can be concluded that fruits and/or vegetables, and some of their specific subgroups, as well as processed fruits and vegetables, seems to have a positive influence on mental health, as stated in the vast majority of the included studies. Therefore, the general recommendation to consume at least 5 portions of fruit and vegetables a day may be beneficial also for mental health. Full article