This article puts forward the learning and teaching benefits of placing theory for Art & Design students within the realm of the studio, focusing on a particular technique, Reframing Research, developed by the author. The ways in which this method can both engage students with the research process and deepen their understanding of context are identified. Primary research from student workshops and reflection on the author’s practice are used to support the discussion.
The current debate regarding the suitability of anencephalics as organ donors is due primarily to misunderstandings. The anatomical and neurophysiological literature shows that the anencephalic lacks a cerebrum because of the failure of neuralplate fusion. However, even the incomplete function of an atrophic brain stem is currently accepted at law in most if not all countries as sufficient for brain life: which is to say, cessation of breathing is currently required in order to make the diagnosis of brain death. Because of the extensive incompleteness of the anencephalic's brain, it is not possible to postpone death significantly by mechanical ventilation and intravenous feeding. It is acceptable to maintain life for a short period of time in order to allow organ transplantation subsequent to the declaration of death at the point of cessation of the capacity for spontaneous respiration. The most important issue is not transplantation, but the issue of brain life raised by the case of anencephalics. Since brain life in any significant sense begins only after the closure of the neural tube on the 30th day after conception, it is reasonable to take this as the point at which brain life begins. Laws should be amended in all countries to allow the abortion of anencephalics at any time, in that they do not at any time possess brain life.
This article explores the softer side of play, considering the affordances of teaching at the reflective and contemplative end of the playful learning spectrum. Inspired by both contemplative and compassionate pedagogies plus practice-based enquiry, it argues for the positive impact that playful learning can have on student and staff mental health. It explores the way that a playful teaching approach can benefit both students and teachers within UK Higher Education: a sector where high levels of poor mental health among both groups are well-documented. The affordances of combining playful learning with compassionate and contemplative pedagogies are identified: these include the development of skills in empathy, listening and reflection, and the provision of safe spaces for identity work. The article ends with some practical recommendations for teachers who would like to adopt this compassionate approach in both their playful practice and their own development.
This visual essay documents the ‘Making the textual visual’ event held at De Montfort University: it embodies the visual approach to written formats that is central to the authors’ research. Photographs from the event are used to illustrate the activities, atmosphere and ethos of the day.
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