This glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially “fit” reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman’s choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides—recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is “value neutral.”

This article is on algorithmically generated memories: data on past events that are stored and automatically ranked and classified by digital platforms, before they are presented to the user as memories. By mobilising Henri Bergson's philosophy, I centre my analysis on three of their aspects: the spatialisation and calculation of time in algorithmic systems, algorithmic remembrance, and algorithmic perception. I argue that algorithmically generated memories are a form of automated remembrance best understood as perception, and not recollection. Perception never captures the totality of our surroundings but is partial and the parts of the world we perceive are the parts that are of interest to us. When conscious beings perceive, our perception is always coupled with memory, which allows us to transcend the immediate needs of our body. I argue that algorithmic systems based on machine learning can perceive, but that they cannot remember. As such, their perception operates only in the present. The present they perceive in is characterised by immense amounts of data that are beyond human perceptive capabilities. I argue that perception relates to a capacity to act as an extended field of perception involves a greater power to act within what one perceives. As such, our memories are increasingly governed by a perception that operates in a present beyond human perceptual capacities, motivated by interests and needs that lie somewhat beyond interests of needs formulated by humans. Algorithmically generated memories are not only trying to remember for us, but they are also perceiving for us.

I read Carol Griffiths' article with great interest. This is due in part to being in what I feel is a privileged position as book reviewer for a UK journal, the EL Gazette,1 for whom I have read several titles by authors she references on teacher wellbeing, such as Mercer and Gregersen (2020). I wondered, however, why Brierton and Gkonou (2022) was not listed there as it also deals with issues raised by Griffiths such as how academic managers can help create an environment that reduces stress and mental health problems. It was also interesting to note that Griffiths, like myself, has spent most of her working life involved in English language teaching, almost all of which has taken place in Turkey. Her article also resonated with my own experience as a teacher-educator as it draws upon research carried out in a Turkish context (Griffiths & Sönmez, 2020).

This study investigates the pivotal role of non-formal education in enhancing ecotourism resource management, aiming to elevate contemporary practices in the field. Utilizing a comprehensive methodology involving focus group discussions and expert interviews held at Parambikulam and Periyar Tiger Reserves of Kerala, India, the research employs latent content analysis to extract critical elements. The identified components of non-formal education programmes—education, awareness and interpretations—underscore their multifaceted nature within (eco)tourism destinations. Beyond unveiling strategies, the study scrutinises gaps in community interventions and their alignment with global mandates like the post-Aichi Target and Sustainable Development Goals (SDGs). Urging immediate action from policymakers, administrators and stakeholders, the research advocates for incentive-based mechanisms aligning with post-Aichi Target and SDG objectives. The study emphasises community-based non-formal education programmes foster community involvement and encourages social and cultural interventions. Significantly, these programmes contribute to biodiversity conservation by disseminating locally generated, authentic information. This research underscores the transformative potential of incentivized, community-driven, non-formal education, emphasising its crucial role in advancing local communities and global sustainability goals.

Population size is a significant variable that can be addressed to help combat climate change. If global fertility rates dropped by only 0.5 births per woman, almost a third of the emissions needed to avoid catastrophic climate change could be saved. This is equivalent to the annual emissions that would be saved from doubling the fuel efficiency of cars, increasing wind energy 50-fold or improving nuclear energy three times over. It accounts for over half of the Earth’s yearly emissions. Yet, is there a way to address population size without violating human rights? To what extent should individual reproductive practices change? These are live questions. However, various philosophers claim that procreators should limit themselves to having no more than one child. Doing so, they say, strikes the most appropriate balance between protecting reproductive justice for people who want to have children and achieving a sustainable future.

This paper pushes back on this claim. There are plausibly too many sexist, racist, classist and eugenic outcomes in demanding people limit their procreation to one child. Therefore, philosophers should relax their messaging about permissibility limits and be more concerned with helping people cultivate the right character to think through procreation and overpopulation.

Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven’t been many studies on how they impact learners’ engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners’ task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t-tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners’ task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners’ task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners’ task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development.

Because it is relevant to analyse the variables that may influence pro-environmental decision-making, the aim of this study was to analyse (a) the mediating role of perceived responsibility towards climate change (CC) in the relationship between scepticism towards CC and pro-environmental decision-making; and (b) the moderating role of implicit theories about CC (ITCC) in the relationship between responsibility and pro-environmental decision-making. For this purpose, 209 Spanish students (48.8% female, 43.1% male,and 8.1% preferring not to report their gender; mean age = 17.48, sd = 3.78) completed a questionnaire twice (two months apart) and subsequently (again, two months apart) indicated how many days they wanted to participate in a beach cleanup campaign. The results corroborate that (a) responsibility mediates the relationship between scepticism and pro-environmental decision-making, and (b) ITCC moderates the relationship between responsibility and pro-environmental decision-making. The study highlights the need to foster beliefs about the mitigation of CC and to promote reliable information in order to reduce scepticism towards CC, as well as feelings of responsibility towards CC in the field of Environmental Education.

The steady expansion in qualitative research in the area of language education over the last two decades indicates the growing recognition of its importance to investigating issues of language teaching and learning. Along with this recognition, understanding and assessing the quality of qualitative studies in this area has gained increasing significance. Addressing this concern, in this research synthesis, we qualitatively explore how 236 qualitative language education studies published in seven leading journals explicitly foreground the issue of ‘research quality’. We conducted a qualitative content analysis of how authors of these studies addressed the main quality concepts proposed by well-known frameworks of qualitative research quality. Our findings, presented as ten major themes, show that qualitative researchers' overt treatment of research quality is realised based on three distinct orientations: no explicit quality criteria, positivist views of quality, and interpretive quality conceptions. We discuss aspects of these orientations and their implications for qualitative research in language education.