scholarly journals Finland: Success Through Equity—The Trajectories in PISA Performance

2020 ◽  
pp. 121-136
Author(s):  
Arto K. Ahonen
Keyword(s):  
Education System ◽  
Educational Outcomes ◽  
Role Model ◽  
The Other ◽  
Economic Background ◽  
History Of ◽  
Substantial Decline

AbstractThe Finnish education system has gone through an exciting developmental path from a follower into a role model. Also on the two-decade history of PISA studies, Finland’s performance has provided years of glory as of the world’s top-performing nation, but also a substantial decline. This chapter examines Finland’s educational outcomes in recent PISA-study and the trends across previous cycles. Boys’ more unsatisfactory performance and the increasing effect of students’ socio-economic background are clear predictors of the declining trend, but they can explain it only partly. Some of the other possible factors are discussed.

scholarly journals Examining the Pearls of Islamic Education Through the History of the Prophet Adam Alaihi Salam in the Quran

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Mikdar Rusdi ◽  
◽  
Md Azmi Omar ◽  
Norasimah Omar ◽  
Tiara Basman ◽  
...  
Keyword(s):  
Education System ◽  
Well Being ◽  
The Other ◽  
Islamic Education ◽  
The Earth ◽  
Other Hand ◽  
Starting Point ◽  
History Of ◽  
New Formula ◽  
The Devil

The history of the Prophet Adam Alaihi salam became the starting point of human civilization, as the caliph and the first man of course the history and pearl of education became the focus for researchers to see further the appropriateness of the value of the caliph's education to be applied at this time. Looking at the value of the caliph's education as a prospered of the earth will lead to the creation of universal human well-being because it will return to the principles of education per the nature of human creation. The history of the prophet Adam alaihi salam is a solution that can be a reference to the model of Islamic education because basically the prophet and apostle are the first teachers (educators) sent to this earth to guide his people not to deviate from the concept of its creator. On the other hand, the history of the Prophet Adam Alaihi Salam is among the 25 prophets and messengers mentioned in the Quran and the implications of the pillars of faith that must be believed and believed to be true, in this case studying the story are part of the guidance of the pillars of faith that certainly affect the journey believers, This paper can to some extent provide a new formula in exploring the Islamic education system through the study of the history of the Prophet Adam Alaihi Salam starting from its creator, the interaction between angels and God as well as the influence and involvement of the devil in heaven as a process of maturity.

scholarly journals LANGUAGE POLICIES IN THE FORMER COLONIZED COUNTRIES: A COMPARATIVE STUDY

2017 ◽  
Vol 1 ◽  
pp. 154
Author(s):  
Diyah Ayu Rizqiani
Keyword(s):  
National Identity ◽  
Language Policy ◽  
Education System ◽  
Strong Influence ◽  
Academic Language ◽  
Language Instruction ◽  
The Other ◽  
Official Language ◽  
Language Policies ◽  
History Of

Colonialism shapes the history of a country. The language policy of a former colonized country could be seen as a mirror to see the long history of colonialism. The colonizers have strong influence in establishing the education system and language instruction used at school. In this case, language as the important element in education system could be seen as manifestation of colonialism. The language instruction in the classroom is usually the official language of the country. Some former colonized countries proudly used English as academic language. On the other hand, there are other former colonized countries which use their indigenous language as the language instruction in the classroom. By comparing these two different language policies would also give different effects to their cultural and national identity. The aims of this paper are explaining the language policies, analyzing the effect of colonialism on education system, and describing the relation between language policy and nationalism. 

Theodor W. Adorno

2018 ◽  
Author(s):  
Colby Dickinson
Keyword(s):  
The Other ◽  
History Of Thought ◽  
History Of ◽  
The One

In his somewhat controversial book Remnants of Auschwitz, Agamben makes brief reference to Theodor Adorno’s apparently contradictory remarks on perceptions of death post-Auschwitz, positions that Adorno had taken concerning Nazi genocidal actions that had seemed also to reflect something horribly errant in the history of thought itself. There was within such murderous acts, he had claimed, a particular degradation of death itself, a perpetration of our humanity bound in some way to affect our perception of reason itself. The contradictions regarding Auschwitz that Agamben senses to be latent within Adorno’s remarks involve the intuition ‘on the one hand, of having realized the unconditional triumph of death against life; on the other, of having degraded and debased death. Neither of these charges – perhaps like every charge, which is always a genuinely legal gesture – succeed in exhausting Auschwitz’s offense, in defining its case in point’ (RA 81). And this is the stance that Agamben wishes to hammer home quite emphatically vis-à-vis Adorno’s limitations, ones that, I would only add, seem to linger within Agamben’s own formulations in ways that he has still not come to reckon with entirely: ‘This oscillation’, he affirms, ‘betrays reason’s incapacity to identify the specific crime of Auschwitz with certainty’ (RA 81).

The World after the End of the World

2017 ◽  
Vol 39 (2) ◽  
pp. 265-276 ◽  
Author(s):  
Kas Saghafi
Keyword(s):  
The Other ◽  
The World ◽  
History Of ◽  
The Absolute ◽  
End Of The World

In several late texts, Derrida meditated on Paul Celan's poem ‘Grosse, Glühende Wölbung’, in which the departure of the world is announced. Delving into the ‘origin’ and ‘history’ of the ‘conception’ of the world, this paper suggests that, for Derrida, the end of the world is determined by and from death—the death of the other. The death of the other marks, each and every time, the absolute end of the world.

Med. Dr. Adalbert Wraný (1836–1902) – doctor of medicine, mineral collector and donor to the National Museum in Prague

2019 ◽  
Vol 188 (1) ◽  
pp. 95-146
Author(s):  
Martin Bohatý ◽  
Dalibor Velebil
Keyword(s):  
Natural Science ◽  
Natural Sciences ◽  
The Other ◽  
National Museum ◽  
Industrial Chemistry ◽  
Pediatric Pathology ◽  
Geological Institute ◽  
History Of ◽  
Precious Stones

Adalbert Wraný (*1836, †1902) was a doctor of medicine, with his primary specialization in pediatric pathology, and was also one of the founders of microscopic and chemical diagnostics. He was interested in natural sciences, chemistry, botany, paleontology and above all mineralogy. He wrote two books, one on the development of mineralogical research in Bohemia (1896), and the other on the history of industrial chemistry in Bohemia (1902). Wraný also assembled several natural science collections. During his lifetime, he gave to the National Museum large collections of rocks, a collection of cut precious stones and his library. He donated a collection of fossils to the Geological Institute of the Czech University (now Charles University). He was an inspector of the mineralogical collection of the National Museum. After his death, he bequeathed to the National Museum his collection of minerals and the rest of the gemstone collection. He donated paintings to the Prague City Museum, and other property to the Klar Institute of the Blind in Prague. The National Museum’s collection currently contains 4 325 samples of minerals, as well as 21 meteorites and several hundred cut precious stones from Wraný’s collection.

La ética del Otro: una introducción al pensamiento de Emmanuel Lévinas

2019 ◽  
Vol 1 (1) ◽  
pp. 5-14
Author(s):  
Carlos Alvaréz Teijeiro
Keyword(s):  
Interpersonal Relationships ◽  
Emmanuel Levinas ◽  
Radical Change ◽  
The Other ◽  
Western Philosophy ◽  
Ethical Implications ◽  
Essential Question ◽  
History Of ◽  
The Relationship ◽  
First Philosophy

Emmanuel Lévinas, the philosopher of ethics par excellence in the twentieth century, and by own merit one of the most important ethical philosophers in the history of western philosophy, is also the philosopher of the Other. Thereby, it can be said that no thought has deepened like his in the ups and downs of the ethical relationship between subject and otherness. The general objective of this work is to expose in a simple and understandable way some ideas that tend to be quite dark in the philosophical work of the author, since his profuse religious production will not be analyzed here. It is expected to show that his ideas about the being and the Other are relevant to better understand interpersonal relationships in times of 4.0 (re)evolution. As specific objectives, this work aims to expose in chronological order the main works of the thinker, with special emphasis on his ethical implications: Of the evasion (1935), The time and the Other (1947), From the existence to the existent (1947), Totality and infinity: An essay on exteriority (1961) and, last, Otherwise than being, or beyond essence (1974). In the judgment of Lévinas, history of western philosophy starting with Greece, has shown an unusual concern for the Being, this is, it has basically been an ontology and, accordingly, it has relegated ethics to a second or third plane. On the other hand and in a clear going against the tide movement, our author supports that ethics should be considered the first philosophy and more, even previous to the proper philosophize. This novel approach implies, as it is supposed, that the essential question of the philosophy slows down its origin around the Being in order to inquire about the Other: it is a philosophy in first person. Such a radical change of perspective generates an underlying change in how we conceive interpersonal relationships, the complex framework of meanings around the relationship Me and You, which also philosopher Martin Buber had already spoken of. As Lévinas postulates that ethics is the first philosophy, this involves that the Other claims all our attention, intellectual and emotional, to the point of considering that the relationship with the Other is one of the measures of our identity. Thus, “natural” attitude –husserlian word not used by Lévinas- would be to be in permanent disposition regarding to the meeting with the Other, to be in permanent opening state to let ourselves be questioned by him. Ontology, as the author says, being worried about the Being, has been likewise concerned about the Existence, when the matter is to concern about the particular Existent that every otherness supposes for us. In conclusion it can be affirmed that levinasian ethics of the meeting with the Other, particular Face, irreducible to the assumption, can contribute with an innovative looking to (re)evolving the interpersonal relationships in a 4.0 context.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

STUDI KOMPARASI FILSAFAT PENDIDIKAN Y.B MANGUNWIJAYA DAN KI HADJAR DEWANTARA SERTA RELEVANSINYA BAGI PENDIDIKAN DI INDONESIA

2020 ◽  
Author(s):  
Muhammad Rizqi Akbar
Keyword(s):  
Immanuel Kant ◽  
Government Policy ◽  
Education System ◽  
Comparative Philosophy ◽  
Human Life ◽  
Philosophy Of Education ◽  
The Other ◽  
True Values

Education is essential for human life. Because with education, humans will experience a change, from not knowing to know. It can be said, that education is a noble effort in order to eradicate foolishness and humanizing human. According to what Immanuel Kant said that human could be human because of education. In Indonesia, the issues of the curriculum which is a government policy are one of the problems in education. The demands of the curriculum that want to measure the ability of the student just from numbers are one problem in the education world. Because education obviously cannot be narrowed down jus like that in numbers. These problems clearly cannot be solved easily. In one side, it must be admitted that the education system in Indonesia is very towards achieving a result. On the other side, a teacher must focus on teaching about true values. Based on the description above, this article will discuss the comparative philosophy of education in Y.B Mangunwijaya and Ki Hadjar Dewantara, and their relevance to education in Indonesia.

Middle Test Ilmu Sejarah Ayu Fajriyah

2020 ◽  
Author(s):  
Ayu Fajriyah
Keyword(s):  
Education System ◽  
Book History ◽  
History Of ◽  
Basic Test

Hello. I'm Ayu Fajriyah from Lambung Mangkurat University. This basic test I wrote aims to put forward my analysis of the development of the education system in Indonesia according to the book "History of Indonesian Education" received a lot of influence from foreign nations, both at the time of the influence of Hindu-Buddhist-Islamic development until the time of colonialism. Education has diverse characteristics and objectives and is carried out in different ways in each era.

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