Seminar Discussions Research Articles

Student’s Experiences on Their Thesis Proposal Seminar

This study aims to investigate students’ experiences based on their thesis proposal seminar for Economic Education Students’ Department Study Program at Universitas PGRI Wiranegara. The researcher used the questionnaire to get the data from the students’ experiences based on their thesis proposal seminar at three stages, starting from the beginning up to the end. Based on the result shown that for the first table explained before the thesis proposal seminar presentation exposed that most students’ good understanding of the learning objective of the seminar course (83,3%) and that they felt confident and supported by many resources. For the second table explained during the seminar session, most students agree (70,9%) that seminar encouraged their ideas to share and learn from others, but (45,8%) disagree that group discussion in a presentation session seminar is better than lecturing. The last table explained after the seminar session, showed the students that (93,8%) believe that post-seminar questions and feedback are informative both from lectures and from their friends, also (70,8%) agree that the seminar success through good preparation, and (81,3%) that classmates’ participation supported the seminar’s success.

"We don't normally require that in other contexts, do we": Interpersonal meanings of tag questions in British university seminars based on the BASE corpus.

This study investigates the interpersonal meanings expressed by English tag questions in the context of British university seminars from two dimensions: evidential modification of tags and conduciveness of responses. The data for the study derive from seminars in the British Academic Spoken English (BASE) Corpus, which is herein both quantitative and qualitative analyzed. The findings reveal that: (1) three-quarters of tag questions in the data are utilized by teachers, and the unmarked form of tag questions in university seminars are generally positive-negative forms, with a few examples of other varieties; (2) regarding evidential modification of tags, depending on the degree of epistemic certainty of the speakers on the proposition of the anchor, the default function of teachers' tag questions in the data is to convey emphasis, followed by confirmatory function, with only a few cases of informational function; and (3) regarding conduciveness of responses, over 70% of tag questions are followed by no verbal response, while less than 30% are followed by explicit responses. Accordingly, these findings raise the question of whether tag questions can really provide sufficient scope for interactions in classroom. It is hoped that this nuanced, corpus-based analysis of tag question utilization within the context of British university seminars would empirically reveal the interpersonal relations between teachers and students and thereby shed light on more efficient seminar discussions.

Peran Pustakawan Data Dalam Meningkatkan Literasi dan Kapasitas Pengelolaan Data Penelitian bagi Komunitas Penelitian dan Profesional Informasi di Indonesia

Data librarians are responsible for managing research data, who play an active role in improving the literacy and capacity of the research community and information professionals. Some Indonesian programmes have emerged, but their role and readiness have not been studied. The aspects of personnel readiness to support research data management (RDM) are further discussed in this research, as obligated on the National System for Science and Technology Act No. 11 of 2019. This study was conducted to investigate the readiness of librarians, academic communities, and information professionals in managing research data. A mixed method was used in this research. Firstly, a poll survey was digitally distributed in thematic seminar discussions on data management to librarians and scientists performing RDM tasks. Then, more detailed information about the role of librarians in managing research data was gathered from selected informants on FGD. The study found several points about the role of data librarians in improving data literacy and capacity through advocacy, workshops, seminars, training, and apprenticeship development. We then called for the involvement of all stakeholders, the scientific community, and information professionals to encourage them to continue working together in building a good data management ecosystem through innovative and collaborative programs. The results of this study could be a policy recommendation for the development of the status of library functions by the supervisory authority, the National Library of the Republic of Indonesia. The scientific community could use them to raise awareness and capacity for research data management from all institutions as data owners (scientific community) and data managers (data librarians).

Why Is My Criminology Curriculum Still so White? “Race” and Racism as “Blind Spots” in UK Criminology Teaching and Student Recommendations for the Future

This article centers undergraduate criminology students’ concerns regarding their overwhelmingly white 1 criminology curriculum. Situated at a UK university, this research draws upon focus groups and interviews with students and outlines three findings. Firstly, teaching on “race” and racism rarely arises. When it does, it focuses on “watershed moments” which are explored within singular sessions. Secondly, the white curriculum reinforces white, male and Western theoretical standpoints as the archetype, leading to feelings of disconnection. Thirdly, seminar discussions result in silence or racist viewpoints being shared, with these not adequately managed by lecturers. White students do not see themselves as part of a broader racialized structure, whilst some racialized students remain silent to enhance connection with their white classmates or to protect themselves from racism. This article acts as an urgent call for criminologists to reflect upon their current pedagogical choices and to begin embedding “race” and racism in the criminology curriculum.

An Intersectional Approach to Equity, Inequity, and Archaeology

ABSTRACTThe year 2020 was an awakening for some. For others, it reiterated the persistent social injustice in the United States. Compelled by these events, 30 diverse individuals came together from January to May 2021 for a semester-long seminar exploring inequity in archaeological practice. The seminar's discussions spotlighted the inequity and social injustices that are deeply embedded within the discipline. However, inequity in archaeology is often ignored or treated narrowly as discrete, if loosely bound, problems. A broad approach to inequity in archaeology revealed injustice to be intersectional, with compounding effects. Through the overarching themes of individual, community, theory, and practice, we (a subset of the seminar's participants) explore inequity and its role in various facets of archaeology, including North–South relations, publication, resource distribution, class differences, accessibility, inclusive theories, service to nonarchaeological communities, fieldwork, mentorship, and more. We focus on creating a roadmap for understanding the intersectionality of issues of inequity and suggesting avenues for continued education and direct engagement. We argue that community-building—by providing mutual support and building alliances—provides a pathway for realizing greater equity in our discipline.

Actively Engaging Large Classes in Tanzanian Universities

Abstract The prevalence of large classes in African universities is the result of increasing student enrolment which does not match the teaching and learning resources that are available. Tensions for individual pedagogues emanate from excessively large classes including the constraints of inadequate resources, anonymity of students, poor participation of students and difficulties with timely continuous assessment of huge quantities of written work. University authorities appointed to leadership roles should hold themselves responsible for enhancing lecturers’ pedagogy skills to order to improve both teachers’ and students’ commitment to the learning process. Strategies to promote active engagement of students include regularly updating lecturers’ competency in producing well-organized lectures and active learning strategies, strengthening seminar discussions, designing pre-lecture activities, and devising strategies to learn students’ identities.

Peningkatan Pemahaman Remaja Karang Taruna Melalui Sosialisasi Buku Saku Fiqih

The Fiqh Pocket Book Socialization activity in the context of increasing understanding of fiqh lessons is an activity aimed at youth youth groups in Mojokambang village so that they obtain information, so that awareness arises, accepts and ultimately uses the information to add insight related to fiqh material. The implementation method includes observation, asking permission from partner villages, planning stage, implementation stage (socialization), training and monitoring and evaluation stage. This socialization contains the delivery of material on the importance of learning fiqh for Muslims as a guide to living in accordance with the Qur'an and Hadith as a provision for daily life in facing the challenges of the times. After the socialization, a fiqh discussion seminar was held. The results of the socialization of the fiqh pocket book showed that the participant's response to the material presented was in good category with an average percentage of 89%, the participant's response to the demonstration of fiqh material practice was in good category with an average percentage of 89%. Participants' responses to the media used in the process of learning fiqh material were categorized as good with an average percentage of 80%. The participant's response to the socialization instructor was categorized as good with an average percentage of 79%. So overall the participants gave a positive response to the socialization activity of providing fiqh material as a means to increase insight and knowledge and understanding related to fiqh learning for youth youth in Mojokambang village.

Where Did John von Neumann's Mathematical Economics Come From?

Abstract This article shows, based on archival material, where and how von Neumann's mathematical economics evolved from the realization around 1932 that there existed a formal analogy between economics and games to the conviction in 1940 that the analogy between homo economicus and homo ludens was more than a formal one. It also shows that von Neumann's application of games to economics echoed in nontrivial ways scholarly discussions of a seminar organized in Fuld Hall at the Institute for Advanced Study in Princeton by von Neumann's historian colleague Edward Mead Earle. In the Earle seminar, an international community of historians and political and social scientists concerned with stability, strategy, and security issues investigated war as a social phenomenon from the perspectives of international relations and military history. In some of their discussions, homo ludens might have appeared as a category that should be taken more seriously in social theory. This article argues that the Earle seminar discussions likely helped convince von Neumann in 1940 that the analogy between economics and games that he had found in 1932 was meaningful in a scholarly way to history, political science, and social science. By putting the von Neumann–Earle seminar connection in the backdrop of Theory of Games and Economic Behavior, this article briefly bridges some interwar, World War II, and Cold War developments related to von Neumann's influence in economics and social science.

Winner and Waster and its Contexts: Chivalry, Law and Economics in Fourteenth-Century England by W. Mark Ormrod

Reviewed by: Winner and Waster and its Contexts: Chivalry, Law and Economics in Fourteenth-Century England by W. Mark Ormrod Jennifer Goodman Wollock w. mark ormrod, Winner and Waster and its Contexts: Chivalry, Law and Economics in Fourteenth-Century England. Woodbridge, Suffolk: D.S. Brewer, 2021. Pp. xi, 189. isbn: 978-1-84384-581-2. $99. This posthumous book presents a long-term project of the late W. Mark Ormrod (1957–2020), Professor of History at the University of York, one of the preeminent medieval historians of our generation. He should be familiar to Arthurian scholars, for much essential work, especially his magisterial biography of Edward III (Yale, 2012). The present volume was delivered to its publisher shortly before the author's death in August 2020. It is a privilege to review it here. [End Page 108] The fourteenth-century alliterative debate poem Winner and Waster survives in BL Additional MS 31042, one of two collections assembled by Robert Thornton (fl. 1418–56), gentleman of Yorkshire. Winner and Waster resonates with other alliterative Arthurian texts, especially the Alliterative Morte Darthur and Sir Gawain and the Green Knight, whose opening lines are notably similar, as well as with Piers Plowman. Its dating and significance challenge its interpreters. It has a good deal of intrinsic charm and deserves to be better known. Professor Ormrod's painstaking account of this puzzling text began in a research seminar discussion and developed into this book, which took form during his retirement. Winner and Waster's theme preoccupies many Arthurian texts. The conflict between the royal virtue of magnificence—conspicuous consumption and largesse, the old 'treasure giving'—and the principle that the king should be a prudent manager of his own assets is ancient. In 'Culhwch and Olwen' Arthur manifests lavish generosity and Cei speaks up for rigor, law and order, gatekeeping, and stricter self-control. The theme resurfaces in Wolfram von Eschenbach's Parzifal; Wolfram endorses Cei's viewpoint. If there were more Ceis, the courts of thirteenth-century Europe would not contain so much riff-raff. Even Malory's Merlin is dryly critical of Arthur's excessive generosity. Outside of Arthuriana, winners and wasters are a primary theme in Piers Plowman. Under that famous connoisseur Richard II the topic continued to be of great interest. It runs throughout English history, down to the present. Ormrod's study begins by describing Winner and Waster and its manuscript context. It ends with a timeline, a modernized version of the text, bibliography and index. In the introduction to his 'traditionally historicist' study, Ormrod discusses previous efforts to localize the poem. He makes a case for a date in the 1360s—certainly after 1363, rather than earlier or later. Supporting this thesis, Ormrod's central chapters reconsider the poem's references to the Garter Feast of 1358 and English diplomacy during the 1350s and 1360s, the Statute of Treasons of 1352 and royal arbitration, the short-lived sumptuary Laws of 1363, and the royal household and finances under Edward III. Ormrod then reassesses Winner and Waster against other poems of the Alliterative Revival. He rejects established views of the poem as contrasting mercantile and courtly perspectives. Instead, he sees it as a debate involving 'that large portion of the lay elite that participated actively in the early stages of the Hundred Years' War' (p. 15). This project complements existing literary studies. Ormrod focuses on Winner and Waster as a single poem. His expert work sheds light on social, economic, and institutional history, bringing many highly technical elements together. Its analysis of the historical record, decade by decade, illuminates the fourteenth century as a whole. It adds significant contextual information to localize this example of alliterative poetry in relation to late medieval Arthurian literature. I recommend it to my own graduate students, colleagues, and all readers interested in seeing history and literature collaborating effectively with one another. In the race between life and death that we all run, Professor Ormrod continues to guide us in this painstaking, clearly written study, and leaves us, his colleagues, with a gift of great value. This work (to be supplemented by an upcoming volume of essays, and by the concurrent work of other...

A pedagogical stylistics of intertextual interaction:Talk as Heteroglot Intertextual Studyin higher education pedagogy

This article presents a pedagogical stylistics of intertextuality in interactive literary study talk. It analyses case study data representing one higher education seminar discussion, where a tutor and student interpret a focal text through reference to diverse intertexts. The article asks: How do participants enact intertextual literary analysis in conversation? How are intertextual voices introduced? How do intertextual voices relate to focal texts and position readers’ orientations to them? The transcript represents the interplay of participant and text voices around Pond by Claire-Louise Bennett. The article examines the intertextual invocations made by participants in interaction including their pedagogic function. It adopts a methodology combining pedagogical stylistics with a conversation-analytic mentality. Commentary adapts Lemke’s four categories of intertextual connection (cothematic, co-orienting, coactional and cogeneric) to describe functions of intertextual invocation in talk, adding two new categories of co-illumination and cogeneration. The results suggest participants in literary study talk use intertextual invocations to develop insights, position the responses of others and sustain co-constructed interpretation. The article proposes the term Talk as Heteroglot Intertextual Study (THIS) to describe this pedagogical format, with linked terminology to identify its multivocal, deictic and organisational traits. This pedagogical stylistics helps researchers and teachers describe and understand the development of intertextual analysis in literary study talk.

The Case for Colonialism: A Response to My Critics

Political scientist and NAS board member Bruce Gilley’s article “The Case for Colonialism” (republished in Academic Questions in the summer of 2018), has been the subject of countless critical essays, conference panels, seminar discussions, and journal articles. Here Gilley responds to his critics.

Jan Gross’s Neighbors and Poland’s Narrative Shock

Jan Gross’s Neighbors and Poland’s Narrative Shock Geneviève Zubrzycki (bio) Rare are the books that make history and alter collective memory. Jan Tomasz Gross’s Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland is one. Neighbors described in painful detail how, in the summer of 1941, ethnic Poles tormented and murdered their Jewish neighbors in the small town of Jedwabne, in northeastern Poland. While Polish indifference toward the genocide of Polish Jews had been discussed in the mid-1980s following the broadcasting on Polish television of Claude Lanzmann’s 1985 documentary film Shoah and the 1987 publication of Jan Błoński’s essay “Poor Poles Look at the Ghetto” in the prominent Catholic weekly Tygodnik Powszechny, it is Gross’s Neighbors that burst the dam and led to extended public debate and soul-searching about Polish violence against Jews during and after the Second World War. Almost immediately upon its publication, the book generated vigorous debate among historians.1 The Jedwabne pogrom was also the topic of passionate discussions in public seminars at cultural centers and churches, on radio talk shows, museums, or student clubs, and it was a common topic in private conversations taking place in homes, at workplaces, in stores, or on public transports. The Institute of National Remembrance, founded to investigate and enable the [End Page 234] prosecution of crimes against the Polish nation committed during the Second World War and the communist period, quickly opened an official investigation into the murders described by Gross.2 On July 10, 2001, on the sixtieth anniversary of the pogrom, the (leftist) government erected a monument at the site where several hundred Jews were forcibly brought to a barn and burned alive, and President Aleksander Kwaśniewski apologized on behalf of the Polish nation. Neighbors created such a rupture in the national narrative of the war that one could speak of Poland “before” and “after” its publication. Not only were Poles no longer cast as the main victims of the war; they were now perpetrators of some of its horror. By disrupting the Polish narrative of martyrdom—for one cannot be both a sacrificial victim and a willing executioner—Neighbors provoked what I have called “narrative shock,” the questioning of a key story of the nation, shaking its identity to its core.3 The shock was so great that many turned to denial and counteraccusations: “It was not Poles who killed the Jews, but the Germans,” “There were far fewer Jews murdered than Gross claimed,” or even “The Jews had it coming after all, since they collaborated with the Soviets.” Such opinions were frequently expressed in newspaper editorials and letters to the editor, academic panels, public roundtables, and church sermons. A counter-memorial to Polish victims of the war, monumentalizing that perspective, was dedicated on Jedwabne’s main square in 2003.4 Almost predictably, in 2011, neofascist vandals defaced the Jedwabne memorial to the Jews who were murdered by spray-painting on stones surrounding the monument the statements “They were flammable” and “I do not apologize for Jedwabne.”5 Among groups on the right, any attempt at discussing Poles’ participation in the Holocaust is perceived as defamation and a profanation of the Polish nation, which is held sacred. It is to counter what they call the [End Page 235] “politics of shame” and to protect the nation at home and its “good name” abroad, that the Law and Justice government, supported by the hierarchy of the Catholic Church, the right-wing Radio Maryja, and various nationalist organizations are engaged in a process of remythologization that ranges from outright denial to the promotion of new narratives of Polish-Jewish relations. In recent years, for example, attention has been redirected toward Poles who rescued Jews and who are honored by Israel as “Righteous among the Nations.” Their actions have been commemorated in numerous museums, monuments, murals, and movies. The historian Jan Grabowski has nicknamed that rhetorical strategy the “Righteous defense.”6 Public attention has also been redirected toward other Polish stories of Polish martyrdom, such as the Katyń Massacres, where some twenty thousand Polish army officers, intellectuals, and civilian prisoners were murdered in 1940 by...

Learning Presence and the Reconceptualization of Language and Literacy Teachers’ Online Professional Development

Besides teaching the way they were taught, teachers teach the way they learned (Oleson & Hora, 2014). Thus, if teachers are to be guided to teach online effectively, their learning experiences and the ways they learn online need to be understood. This study focused on second/foreign language and literacy teachers’ (LLTs) Learning Presence (LP) as they engaged online to update their teaching expertise in a formal, doctoral-level professional development program (PD). LP is defined as individuals’ self- and co-regulation of their behaviors in online environments in order to be effective learners (Shea et al., 2014). We undertook a mixed-method study involving a content analysis of 9 weeks of online seminar discussions, a 27-question survey that corresponded to Shea et al.’s (2014) LP framework and interviews with the LLTs. The prevalent patterns in the LLTs’ online engagement that emerged were in the Strategy Use and Monitoring LP categories. They demonstrated the nature of the engagement amongst LLTs, including peer-to-peer and heterarchical learning. The findings also provided evidence that when supported by the affordances of the online medium, the LLTs’ straddled “professionalization and professionalism” goals. In terms of the implications, the findings suggested a reconceptualization of three existing teacher PD models, including that of Darling-Hammond et al.’s (2017). The research’s limitations were also identified, pertaining to the way the study was structured, its instruments and their implementation, as well as the constraints of the LP framework itself. Finally, the study concluded with the next steps in research to address the limitations.

Developing a Digital Learning Community

Norwegian universities cancelled all campus activity as a response to a nationwide increase in Covid-19 cases. Lectures were moved to online platforms. The pandemic regulations forced us to redesign our teaching for a group of adult learners at the vocational lecturer education. Moving away from traditional lectures and discussion seminars, we designed new collaborative ‘work packages’ accompanied with various practical tasks. Our analysis is based on our teaching material, written student feedback and in-depth interviews. A combination of asynchronous teaching, collaborative groups and online meetings with supervisors created a confidence-building learning community and a safe learning environment. The study shows how students mastered the situation during a national lockdown and took responsibility for their own progress in the course. In the discussion, we highlight how an active two-way communication can foster an online learning community that has a positive impact on students’ learning experiences, and how our strategies led to student empowerment.

Examining women's health through a psychosocial lens.

During the COPASAH Global Symposium 2019, a group of therapists and mental health practitioners tried to highlight the issue of women's mental health with two specific focuses, one being the lived experiences of persons living with mental illness and the secondary burn-out and shame faced by their caretakers. The second session explored the contours of somatisation that is often seen in the human body as a result of the impact of trauma. The participants reflected on the value of lived experiences and also discussed the challenges faced in getting representation for people living with mental illness. The challenges listed by participants were concentrated around the participation and representation of persons living with intellectual disability and psychosocial disability. Somatisation of traumatic experiences needs recognition in a country like India where women's life-stressors exist right from childhood that keeps them on the threshold of mental illness and/or psychosomatic illnesses. Psychosocial health issues are relegated to a subordinate category of discussion while public health, reproductive health, and health rights feature in mainstream discussions in various seminars, researches and conferences in India. This paper is based on two sessions of the COPASAH Global Symposium 2019 and focuses on the gender and psychosocial dimensions of health from the framework of women being subjected to unpaid care work, through social and reproductive labour and stressors resulting in psycho-social distress. To this end, it is important to build a community of practitioners that looks beyond the reproductive health of women.

Stance-taking across monologic and dialogic modes of academic speech

The present study attempts to investigate the use of stance metadiscourse expressions found in two modes of academic speech, namely monologic seminars and dialogic discussions. Following Hyland’s classification of stance metadiscourse, the two datasets were analysed and compared in terms of frequency and functions of stance markers used. The findings showed that speakers in discussion sections made more frequent use of stance markers because of the existence of an interaction for which speakers explicitly attempted to stamp their discoursal self and express their voice. As for the discourse functions, hedges were found to be more frequent in seminars than in discussions, while self-mentions were more prevalent in discussions than in seminars. The results also suggested that the function of a few linguistic features was specific to only one of the spoken modes; for example, the attitude verb ‘agree’ and the paralinguistic feature of ‘pauses’ were typical of discussion sections. The findings of this study can be discussed in terms of familiarising novice and English non-native speakers with the metadiscursive features of seminar presentations and discussion sections, that is, to see how interlocutors in these two oral modes take a stance and project themselves into their arguments.

Designing an education intervention for understanding racism in healthcare in Sweden: development and implementation of anti-racist strategies through shared knowledge production and evaluation.

An educational intervention, based on qualitative evidence of racism in healthcare, is described. Using vignettes from a previous project, interviews were conducted to gather qualitative evidence of racism in healthcare settings from a wide range of healthcare staff in Sweden. From this interview material, case studies were devised that were subsequently presented to trainee healthcare professionals, in a seminar discussion. After the seminar, trainees responded to reflective questions. The order of work, as well as the materials used, are described. This intervention was successful in facilitating discussion about racism in an educational context, despite the difficult nature of these conversations for some participants.

Intercultural Training in Tense Times: Cultural Identities and Lived Experiences Within a Community of Practice of Youth Mental Health Care in Montréal.

This article presents an analysis of the lived experiences of youth mental health practitioners taking part in Transcultural Interinstitutional and Interdisciplinary Case Discussion Seminars (TIICDS), an intercultural training initiative developed in Montréal (Québec, Canada), while considering the current context of increasing social polarizations. Using insights from the community of practice (CoP) framework and drawing on the analysis of 21 seminar sessions and 26 semi-structured individual interviews, this article examines the relation between the local sociopolitical context, the participants' verbalization about their identities, and the affect and cognition evoked by the training. Results indicate that TIICDSs present several features of a CoP and that intercultural training needs to build on both theoretical and experiential knowledge, while considering local contextual elements. These include historical and contemporary social representations and power differentials between groups, the cultural identities of trainees, and the institutions and sociopolitical structures in which clinical practices take place. These elements, we argue, are sensitive and potentially conflictual but can be addressed through supportive and reflexive group-based initiatives such as CoPs that bring together practitioners on a regular basis and provide them with a 'culturally safe enough' space in which they can learn to complexify their understanding of clinical situations.

Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning

The study is based on a training project completed in Italy as part of a qualifying course for high school teachers of L2 English. The project moves around the framework that Rod Ellis proposed in 2010 on the relationship between Second Language Acquisition and Language Pedagogy and it argues the need for student teachers (STs) to take the role of classroom researchers during their learning process and carry out critical observations through a solid theoretical lens, such as the 10 principles for instructed language learning by Ellis (2005a, 2005b). Three case studies are analyzed to explore how STs observed classroom activities armed with the knowledge of the principles. Data is based on feedback they gave during seminar discussions and remarks made in written reports. Moreover, a follow-up survey of informants after five years’ in-service practice questions whether and how this experience influenced the quality and degree of their understanding of teaching and learning. Considering these results, suggestions are made for future implementations of this kind of project.

Learning Platforms for Implementing Formative Interventions to Promote the Health and Safety of Workers in Brazil.

Formative intervention methodologies, such as the Change Laboratory (CL), are increasingly being used in work environments. However, the learning process entailed in the application of these methodologies has received insufficient attention and may be facilitated through the use of learning platforms. We examined the development of learning and training strategies for implementing formative interventions, drawing on the experiences of a research group focusing on workers’ health. Information obtained from individuals involved in CL formative activities was analyzed and interpreted using Cultural-Historical Activity Theory and the theory of expansive learning. The process of learning to implement formative interventions unfolded gradually, beginning with the interventionists’ initial exposure to abstract concepts that they subsequently internalized via various mediations and applied in concrete situations. Four key interventionist training strategies used to foster collective learning were identified: (1) promoting dialogues and exchange of experiences, (2) creating environments for continuous learning and permanent discussion (seminars and post-graduate courses and the use of communication technologies), (3) creating spaces for experimentation and the practical application of concepts (case studies and participation in interventions), and (4) the use of the double stimulation method during training programs.