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To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.

Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.

Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.

Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.

The landscape of learning and teaching is changing through the recognition of a diversity of learning types, new student generations as well as advances in technology and theory in education. While claims for interdisciplinary research and inquiry-based approaches, as well as integration of new media and technologies are at the heart of current discourses on teaching and learning, most educational activities still take place in a conservative format of the hierarchical teacher–student relationship in rather traditional educational facilities. As an architect and anthropologist, but most of all, as an academic who is devoted to teaching and research, I believe in teaching and learning experiences that are based on theoretical and methodological explorations in different disciplines in order to develop practical, research and critical thinking skills among the students. Students are motivated and engaged when they understand why information is important for them. Through an inquiry-based approach, abstract information becomes tangible and contextualized. In this chapter, I will first discuss common characteristics of our learners, today’s generation of students (the Millennials). Second, I will conceptually locate my approach to teaching among inquiry-based approaches such as Situated Learning, Learner-centered Teaching and Universal Design for Learning, which I see as complementary to each other. Third, I will explain my course design and give an account of two courses as examples for Inquiry-based Learning in action. Although these courses address architecture students, the Inquiry-based Learning and teaching experiences from these courses will inform a larger, more general audience interested in the subject matter.

The following is an annotated list of materials dealing with orientation to library facilities and services, instruction in the use of information resources, and research and computer skills related to retrieving, using, and evaluating information. This review, the sixteenth to be published in Reference Services Review, includes items in English published in 1989. A few are not annotated because the compiler could not obtain copies of them for this review.

Anticipating behaviour and responding to the needs of complexity and problematic issues requires modelling to facilitate analysis and diagnosis. Using arguments of anticipation as an imperative for inquiry, the purpose of this paper is to introduce generic modelling for living systems theory, and assigns the number of generic constructs to orders of simplex modelling. An nth simplex order rests in an nth order simplex cybernetic space. A general modelling theory of higher orders of simplexity is given, where each higher order responds to every generic construct involved, the properties of which determining the rules of the complex system being that is represented. Higher orders of simplexity also explain greater degrees of complexity relatively simply, and give rise to the development of new paradigms that are better able to explain perceived complex phenomena.

This is Part 3 of three linked papers. Using principles that arise from Schwarz’s living systems set within a framework provided by cultural agency theory, and with a rationale provided by Rosen’s and Dubois’ concepts of anticipation, the papers develop a general modelling theory of simplex orders. They show that with the development of new higher orders, paradigm shifts can occur that become responsible for new ways of seeing and resolving stubborn problematic issues. Part 1 established the fundamentals for a theory of modelling associated with cybernetic orders. Using this, in this Part 2 the authors established the principles of cybernetic orders using simplex modelling. This included a general theory of generic modelling. In this Part 3 the authors extend this, developing a fourth order simplex model, and exploring the potential for higher orders using recursive techniques through cultural agency theory. The authors also explore various forms of emergence.

Cultural agency theory can be used to generate higher simplex through principles of recursion, and hence to create a potential for the generation of families of new paradigms. The idea of conceptual emergence is also tied to the rise of new paradigms.

The use of higher order simplex models to represent complex situations provides the ability to condense explanation concerning the development of particular system behaviours, and hence simplify the way in which the authors analyse, diagnose and anticipate behaviour in complex situations. Illustration is also given showing how the theory can explain the emergence of new paradigms.

Cultural agency can be used to structure problem issues that may otherwise be problematic, within both a top-down and bottom-up approach. It may also be used to assist in establishing behavioural anticipation given an appropriate modelling approach. It may also be used to improve and compress explanation of complex situations.

A new theory of simplex orders arises from the new concept of generic modelling, illustrating cybernetic order. This permits the possibility of improved analysis and diagnosis of problematic situations belonging to complex situations through the use of higher order simplex models, and facilitates improvement in behavioural anticipation.

The purpose of this paper is to comparatively examine the issue of gender equality in high schools in Vietnam and England.

Data gathering consisted of interviews with teachers in two high schools and the staff of a pedagogic university in Vietnam and staff of one high school and of the initial teacher training department of a university in England. Data were analysed using a combination of grounded theory, cross-cultural study and narrative analysis within a liberal feminist framework.

The main findings from Vietnam include that despite a strong commitment to gender equality by the central government, both pedagogy and curriculum in Vietnamese high schools fail to promote gender equality, and that gender equality is, therefore, espoused rather than enacted. Findings from England revealed considerable success had been achieved in gaining equality of both opportunity and outcomes, but that a more sophisticated discourse on gender in education needed to emerge.

Implications of the study include recommendations that more extensive training on gender equality is provided in both countries, but especially in Vietnam, in relation to curriculum, pedagogy and school leadership.

This paper provides analysis and commentary on the issue of gender equality in both Vietnam and England. No such study has previously taken place in the context of Vietnam, and a comparison is offered with the more “developed” situation in the UK.

The purpose of this paper is to explore the merits of lesson study (LS) as a research approach for research in (science) education. A lesson was developed to introduce students to model-based reasoning: a higher order thinking skill that is seen as one of the major reasoning strategies in science.

Participants of the LS team were three secondary school teachers and two educational researchers. Additionally, one participant fulfilled both roles. Both qualitative and quantitative data were used to investigate the effect of the developed lesson on students and to formulate focal points for using the LS as a research approach.

The developed lesson successfully familiarized students with model-based reasoning. Three main focal points were formulated for using LS as a research approach: (1) make sure that the teachers support the research question that the researchers bring into the LS cycle, (2) take into account that the lesson is supposed to answer a research question that might cause extra stress for the teachers in an LS team and (3) state the role of both researchers and teachers in an LS team clearly at the beginning of the LS cycle.

This study aims to investigate whether LS can be used as a research approach by the educational research community.

This paper’s purpose is to describe students’ learning processes in a project-based and self-organized seminar on sustainability. A detailed knowledge of typical learning processes is part of a pedagogical content knowledge of sustainability and can therefore contribute to the professional development of university educators.

In a project-based and self-organized seminar, a case study has been conducted with the grounded theory’s methodological approach. Data were collected from student interviews, group discussions and observations of students’ planning and organization meetings.

The results of the case study show that students’ learning processes vary depending on their pre-seminar sustainability experiences. Two types have been established: sustainability newcomers and sustainability experts. Furthermore, the results indicate the importance of emotions in the involvement with sustainability.

The significance of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars.

Knowledge of specific learning processes and a possible conceptual change in sustainability classes could be an important issue in the professional development of university educators because it would increase the educators’ pedagogical content knowledge.

The triangulation of qualitative data mainly served the investigation of students’ perspectives and therefore the understanding of subjective preferences, experiences and learning processes in the field of higher education for sustainable development (HESD).

This paper aims to combine several modes of thought based on systems organization and observing systems in order to construct a model for a “designerly way of thinking”.

The approach is to regard design as a “groundless field of knowledge” that may source methodological insights from cybernetics, systems theory, cognitive studies and complexity theory, among others.

The focus of this research is to model an adaptive frame‐of‐reference that design students may use in order to construct their own autopoietic identity systems. The semantic question “How does a student obtain information about design?” is changed to a structural question “How could students acquire a structure enabling them to operate innovatively in a modern design environment?” With the backing of cybernetic principles, it is apparent that this process is not only feasible but also preferable.

While the practical use that can be made of any design theory is not within the remit of this paper, it is nonetheless the goal of theory to enhance the individual's analytical and communicative skills.

This paper suggests an autopoietic model‐for‐becoming that can have the virtual potential of bringing one to understand the grey areas of human‐object relationships.