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Information?rich environments are created to promote data use in schools for the purpose of self?evaluation and quality assurance. However, providing feedback does not guarantee that schools will actually put it to use. One of the main stumbling blocks relates to the interpretation and diagnosis of the information. This study examines the relationship between data literacy competences, support given in interpreting the information, actual use of the feedback and potential school improvement effect. A randomised field experiment with 188 school principals from (...) primary education was set up and a post?test was used to investigate the effects of a support initiative. The results revealed that a minority of schools invested significantly in the interpretation and diagnosis of the school performance feedback (SPF), despite the fact that most of the respondents showed an interest in the SPF report. In addition, data competence support and the subsequent use of feedback were found to be limited. (shrink)

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Cet ouvrage interroge les articulations problématiques entre art, flux et contemporain, à partir de pratiques artistiques actuelles où interviennent le quotidien, le sociologique et le collectif. Traversé par des flux de toute sorte, le monde contemporain soulève la question de sa représentabilité, alors que les artistes ont, depuis toujours, éprouvé le besoin de se mettre en adéquation avec lui. Comment en effet montrer ce qui sans cesse se meut? Pourquoi suivre les mouvances du monde? Et finalement, que peut l'art d'aujourd'hui? (...) Il s'agit pour les artistes d'adopter une position de contemporanéité car toute observation du monde, fût-elle opérée sur un mode contemplatif, ne peut être l'objet de l'inactif et de l'inopérant. C'est pourquoi "devenir contemporain" est une nécessité, une injonction politique et éthique aussi bien qu'esthétique. Il nous faut dès lors entreprendre une "esthétique du contemporain", elle qui nous portera vers un "contemporain de l'esthétique" guidé par les flux et les devenirs. (shrink)

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The rise of the natural sciences in the 16th century has strongly influenced the way in which philosophers reflect on activities that confer meaning to human life and, more specifically, on the religious and ethical phenomenon. Measured by the ideal of rationality as can be found in the sciences, each act of conferring meaning is seen either as a specific form of irrational behaviour which can nevertheless be considered as fulfilling a need for psychic convenience, or as something in line (...) with the cognitive demands of science – many forms of ‘holism’ are an example of this. Burms and De Dijn indicate that every act of conferring meaning is ‘sui generis’ and cannot be reduced neither to an utilitarian nor to a cognitive interest. Mainly this last point is clarified in the first part of this article. The thesis that there is a divide or a gap between intellectual knowledge and life, between knowing and meaning is shown by referring to a twofold insight. Intellectual knowledge in itself cannot be a source of meaning. In opposition to the thesis of Boëthius knowledge cannot – according to De Dijn – give any consolation. What’s more: the craving for meaning cannot, as Wittgenstein remarked, be reduced to a craving for information. Religion and morality must, as disciplines of meaning, be described as original activities completely distinct from scientific insight. – In the same line Paul Moyaert points, inspired by Lacan’s analysis of desire, to the therapeutic role of the symbolic order and consequently to the priority the outer has on the inner. Since the Reformation and mainly since Kant the religious phenomenon threatens to be reduced to a moral opinion and its varieties. Moyaert wants to ‘de-protestantize’ reflection on religion, which involves according to him taking religion away from the order of the inner and taking it back home to the order of the outer. (shrink)

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