scholarly journals Development of media education in Canada: a brief history

2020 ◽  
Vol 75 ◽  
pp. 01001
Author(s):  
Hanna Tsvietkova ◽  
Olena Beskorsa ◽  
Liudmyla Pryimenko
Keyword(s):  
Theory And Practice ◽  
Media Culture ◽  
Media Education ◽  
Practical Skills ◽  
Audiovisual Media ◽  
Canadian Experience ◽  
Information And Communication ◽  
History Of ◽  
Modern Mass ◽  
First Time

The article focuses on a holistic retrospective analysis of the history of media education in Canada, which has been done for the first time. Based on the theoretical findings of Canadian media educators, the authors substantiate the periodization, identify the trends, the periodization criteria and three main periods of establishment and development of Canadian media education in the context of sociopolitical and socio-pedagogical determinants. The historical preconditions of the development of media education in Canada are revealed. The essence of media education is regarded as a theory study and development of practical skills for mastering modern mass media, which is considered as part of a specific, autonomous field of knowledge in pedagogical theory and practice. The authors determine that media education is associated with all types of media, which include the set of information and communication tools that each person interacts with in everyday life: printed (newspapers, magazines), auditive (radio, audio) and screen or audiovisual media (cinema, TV, video, multimedia, Internet, etc.); they identify the essential characteristics of media education, determine that media education is the form of media literacy and media culture of an individual; as well as they find out, characterize and systematize the gaps in media education in Canada. The article presents the evolution of media education programs, techniques as well as media education associations. In the context of studying the experience of Canadian media theorists and practitioners, the necessity of applying positive Canadian experience to solve the problems of implementing media education in Ukraine in terms of reforming and humanizing its educational space has been substantiated.

СОЦИАЛЬНАЯ КОНФЛИКТОЛОГИЯ: ТЕОРЕТИКО-ИСТОРИЧЕСКИЙ АСПЕКТ

2020 ◽  
Vol 15 (2) ◽  
pp. 68
Author(s):  
А. Н. Сухов
Keyword(s):  
Theory And Practice ◽  
Important Task ◽  
Social Conflicts ◽  
Psychological Approach ◽  
Structure Dynamics ◽  
History Of ◽  
The Subject ◽  
First Time

This given article reveals the topicality not only of destructive, but also of constructive, as well as hybrid conflicts. Practically it has been done for the first time. It also describes the history of the formation of both foreign and domestic social conflictology. At the same time, the chronology of the development of the latter is restored and presented objectively, in full, taking into account the contribution of those researchers who actually stood at its origins. The article deals with the essence of the socio-psychological approach to understanding conflicts. The subject of social conflictology includes the regularities of their occurrence and manifestation at various levels, spheres and conditions, including normal, complicated and extreme ones. Social conflictology includes the theory and practice of diagnosing, resolving, and resolving social conflicts. It analyzes the difficulties that occur in defining the concept, structure, dynamics, and classification of social conflicts. Therefore, it is no accident that the most important task is to create a full-fledged theory of social conflicts. Without this, it is impossible to talk about effective settlement and resolution of social conflicts. Social conflictology is an integral part of conflictology. There is still a lot of work to be done, both in theory and in application, for its complete design. At present, there is an urgent need to develop conflict-related competence not only of professionals, but also for various groups of the population.

Pedagogical Principles of Child Custody in European Countries

2019 ◽  
Vol 11 (2) ◽  
pp. 182-190
Author(s):  
Marija Czepil ◽  
Oresta Karpenko
Keyword(s):  
Significant Contribution ◽  
18Th Century ◽  
Theory And Practice ◽  
European Countries ◽  
Custody Of Children ◽  
Living Together ◽  
Innovative Idea ◽  
History Of ◽  
The 19Th Century ◽  
First Time

The article describes the forms of orphans’ care, custody of children deprived of parental care, their emergence and development in European countries of the 18th century – the first half of the 19th century. Attention is focused on the theory and practice of custodial education, socio-pedagogical concepts, which are based on the principle of family and living together, where you care for the child and love him. The concept of upbringing in Children’s homes, which for the first time in the history of upbringing was implemented in Switzerland, was highlighted. A significant contribution to the theory and practice of upbringing was the adoption to Rescue houses kids of both sexes. At that time that was an innovative idea.

scholarly journals Creative potential of Jan Amos Komensky’s universal scientific and pedagogical heritage

2021 ◽  
pp. 156-165
Author(s):  
Anatolii Pavko ◽  
◽  
Lyudmyla Kurylo ◽  
Keyword(s):  
Education System ◽  
Critical Analysis ◽  
Laws Of Nature ◽  
Theory And Practice ◽  
Creative Potential ◽  
Training And Education ◽  
Education Theory ◽  
History Of ◽  
Human Education ◽  
First Time

The article emphasizes that J. A. Komensky as one of the creators of the modern pedagogical system showed himself in his numerous works as a passionate and consistent supporter of education general democratization. For the first time in the history of world pedagogical thought he created a system of rational and progressive didactics, substantiated the significant influence of native language on training and education. From the standpoint of democracy and humanism, he made a profound and substantiated critical analysis of the entire medieval and scholastic system of education. He thoroughly studied, and according to his social, pedagogical and philosophical outlook critically reworked those valuables that his predecessors and contemporaries accumulated in the theory and practice of education. J. Komensky developed a progressive pedagogical doctrine permeated with the idea of nationality. On the basis of Komensky’s fundamental philosophical and pedagogical work “Great Didacticsˮ the paper analyses the authorʼs contribution to the development of the education theory and practice. It proclaims the exceptional importance of the work, which substantiates a new system of human education based on the carefully learned laws of nature, and addressed to the eternal values. The focus is laid on the scientist’s basic innovative approaches, namely to the development of methods, didactic principles, rules of teaching, the provisions of the education system and school studies, etc. The authors of the article conclude that in modern conditions of modernizing, renewing the various segments of the Ukrainian education system according to the European requirements and criteria the idea of the creative, constructive and critical comprehension and reception of the unique and diverse pedagogical heritage of Jan Amos Komensky by specialists, theorists and practitioners remains relevant. Keywords: Jan Amos Komensky, “Great Didacticsˮ, scientific and pedagogical heritage, European cultural heritage.

scholarly journals The Scientific School of academician G. E. Rein(to the 160th anniversary of birth)

2015 ◽  
Vol 64 (4) ◽  
pp. 103-110
Author(s):  
Evgeniy Fedorovich Kira ◽  
Mikhail Nikonovich Kozovenko ◽  
Zaira Magomedovna Kazieva
Keyword(s):  
Ussr Academy ◽  
Russian Empire ◽  
Obstetrics And Gynecology ◽  
Scientific School ◽  
Practical Skills ◽  
Medical Sciences ◽  
Research Directions ◽  
History Of ◽  
Scientific Task ◽  
First Time

For the first time in the history of obstetrics and gynecology gives information about the structure and activities of the scientific school of academician G. E. Rein, implemented in the first half of the 20th century not only in Russian Empire, the RSFSR and the USSR, but at the medical faculty of Sofia University (Bulgaria). The best of the students, who founded their own schools in the USSR are identified. They included professors, headed the departments of obstetrics and gynecology in Russian, Soviet and Bulgarian universities (medical schools): G. G. Bruno, V. L. Lozinsky, A. P. Neelov, G. F. Pisemsky, A. A. Redlikh, K. K. Skrobansky, I. V. Sudakov, A. P. Yakhontov, also D. Stamatov and B. Trichkov. Under the guidance of academician G. E. Rein they not only acquired practical skills or solved scientific problem of his time, but continued to develop their own original ideas and research directions suggested by his teacher, sharing and improving the proposals in obstetrics and gynecology. During the Civil War (1918-1920) scientific school of academician G. E. Rein suffered significant losses: in Kiev was killed professor G. G. Bruno (1919), Petrograd professor A. A. Redlikh (1919), the founder of the school, emigrated from Russia... To this day, its activity has not been the object of research, although prominent members of this school have achieved outstanding success, becoming one of the first academicians of the USSR Academy of Medical Sciences in specialty “Obstetrics and Gynecology” (K. K. Skrobansky) or the founder of the national Obstetrics and Gynecology in Bulgaria (D. Stamatov). Hence, further research in the field of formation and activity of the scientific school of academician G. E. Rein is an actual scientific task.

scholarly journals The Role of Cinema in the History of Media Education in Canada

2019 ◽  
pp. 221-234
Author(s):  
Ivanna Makukh-Fedorkova
Keyword(s):  
Higher Education ◽  
The United States ◽  
Educational Process ◽  
Media Education ◽  
British Society ◽  
Teaching Staff ◽  
Audiovisual Media ◽  
The World ◽  
History Of ◽  
E Learning

The era of audiovisual culture began more than a hundred years ago with the advent of cinema, and is associated with a special language that underlies non-verbal communication processes. Today, screen influence on humans is dominant, as the generation for which computer is an integral part of everyday life has grown. In recent years, non-verbal language around the world has been a major tool in the fight for influence over human consciousness and intelligence. Formation of basic concepts of media education, which later developed into an international pedagogical movement, in a number of western countries (Great Britain, France, Germany) began in the 60’s and 70’s of the XX century. In Canada, as in most highly developed countries (USA, UK, France, Australia), the history of media education began to emerge from cinematographic material. The concept of screen education was formed by the British Society for Education in Film (SEFT), initiated by a group of enthusiastic educators in 1950. In the second half of the twentieth century, due to the intensive development of television, the initial term “film teaching” was transformed into “screen education”. The high intensity of students’ contact with new audiovisual media has become a subject of pedagogical excitement. There was a problem adjusting your children’s audience and media. The most progressive Canadian educators, who have recognized the futility of trying to differentiate students from the growing impact of TV and cinema, have begun introducing a special course in Screen Arts. The use of teachers of the rich potential of new audiovisual media has greatly optimized the learning process itself, the use of films in the classroom has become increasingly motivated. At the end of 1968, an assistant position was created at the Ontario Department of Education, which coordinated work in the “onscreen education” field. It is worth noting that media education in Canada developed under the influence of English media pedagogy. The first developments in the study of “screen education” were proposed in 1968 by British Professor A. Hodgkinson. Canadian institutions are actively implementing media education programs, as the development of e-learning is linked to the hope of solving a number of socio-economic problems. In particular, raising the general education level of the population, expanding access to higher levels of education, meeting the needs for higher education, organizing regular training of specialists in various fields. After all, on the way of building an e-learning system, countries need to solve a set of complex technological problems to ensure the functioning of an extensive network of training centers, quality control of the educational process, training of teaching staff and other problems. Today, it is safe to say that Canada’s media education is on the rise and occupies a leading position in the world. Thus, at the beginning of the 21st century, Canada’s media education reached a level of mass development, based on serious theoretical and methodological developments. Moreover, Canada remains the world leader in higher education and spends at least $ 25 billion on its universities annually. Only the United States, the United Kingdom and Australia are the biggest competitors in this area.

scholarly journals Formation of Media Competence of Future Teachers by Means of ICT and Mobile Technologies

2019 ◽  
Vol 13 (11) ◽  
pp. 184
Author(s):  
Olga Vladimirovna Galustyan ◽  
Natalia Ivanovna Vyunova ◽  
Emilia Pavlovna Komarova ◽  
Elena Sergeevna Shusharina ◽  
Saida Sosoevna Gamisonija ◽  
...  
Keyword(s):  
Learning Technologies ◽  
Educational Process ◽  
Media Culture ◽  
Media Education ◽  
Mobile Technologies ◽  
Education History ◽  
Future Teachers ◽  
Developmental Potential ◽  
History Of ◽  
Technological Methods

The paper is devoted to the problem of formation of media competence of future teachers by means of ICT and mobile technologies. It discusses the concepts of media competence, media education and media culture. Motivational, cognitive, technological, reflective components within the structure of media competence are revealed in the article. The results of experimental work of formation of media competence of future teachers by means of ICT and mobile learning technologies are presented. The authors conclude that study of modern methodological and technological methods of media education, history of their emergence and development, creative use within the educational process opens new perspectives for the application of the educational and developmental potential of media education at school and universities.

scholarly journals Crowdsourcing as an instrument of participatory democracy

2020 ◽  
pp. 133-138
Author(s):  
Liliia Nikitenko
Keyword(s):  
Information And Communication Technologies ◽  
Participatory Democracy ◽  
Collective Intelligence ◽  
Modern Society ◽  
Theory And Practice ◽  
Foreign Countries ◽  
Promising Area ◽  
Information And Communication ◽  
History Of ◽  
Definition Of

The article considers the issues of crowdsourcing as a tool of participatory democracy. Emphasis is placed on the recognition ofa separate type of democracy – participatory democracy, which is a promising area of research, whose supporters seek to build a modelof civic participation in the management process, adequate to the conditions of modern society. Crowdsourcing is a key tool of parti -cipatory democracy. The need to use crowdsourcing in public administration is recognized worldwide, which is associated with thedevelopment of modern information and communication technologies, social networks and various online dialogue platforms. InUkraine, the use of this tool is only gaining momentum.The history of the origin of the technology of using collective intelligence and the resources of the crowd and scientific developmentsabout it is studied. Crowdsourcing has a long history, but it is the digital space, in particular the Internet, that has made it availablefor use in many areas of public life. In the theory and practice of crowdsourcing there is already a division into types depending on the scope. As an instrument of participatory democracy, it acts as a political crowdsourcing. This species is not as developed as others, buthas examples of application. At the present stage in science there is no fixed definition of the term. Domestic scholars mostly analyzethe existing terminology proposed by foreign researchers and practitioners. Based on the analysis of existing definitions, experience inthe use of crowdsourcing technologies in the policy of foreign countries and Ukraine, the article identifies specific features and princip -les of crowdsourcing as a tool of participatory democracy, and provides an author’s definition of “political crowdsourcing”.Particular attention is paid to clarifying the negative and positive aspects of the use of political crowdsourcing, during which itwas found that the latter is more.The article concludes that the use of crowdsourcing as a tool of participatory democracy in Ukraine with the prospect of conso -lidation at the legislative level.

scholarly journals Education in the Volga Federal District in the second half of the 19th-20th centuries

2021 ◽  
Vol 121 ◽  
pp. 01003
Author(s):  
Marina Alekseevna Zakharischeva ◽  
Daria Yuryevna Scriabina ◽  
Nadezhda Mikhailovna Ichetovkina ◽  
Aleksey Alekseyevich Romanov ◽  
Irina Aleksandrovna Golubeva
Keyword(s):  
Public Education ◽  
History Of Education ◽  
Federal District ◽  
Theory And Practice ◽  
Television Programs ◽  
Holistic View ◽  
History Of ◽  
Pedagogical Research ◽  
First Time ◽  
Theoretical Results

The article attempts to present a holistic view of the theory, practice and history of the development of public education in the modern Volga Federal District in the chronological framework of the second half of 19-20th centuries. In order to achieve the presented goal of the research, we used theoretical methods (analysis, synthesis, generalization, modeling, abstraction, classification, systematization, periodization) and historical and pedagogical methods of research, namely, comparison and contrast (comparativist), historical and structural and historical and typological. Within the geographical framework of the Volga Federal District as a complex sociocultural region with the cohabitation and interaction of different nationalities and confessions, the history of education in a holistic form has not been considered before. The authors proposed modern scientific and pedagogical methodological approaches to the analysis of the history of education of the region represented: pedagogical axiology, pedagogical regionalism, pedagogical comparativism, pedagogical synergetic, systemic-activity approaches. For the first time, the theory and practice of public education in the modern Volga Federal District are considered in the context of a unified historical and pedagogical process (without the traditional division into pre-revolutionary and Soviet stages). In addition to theoretical results of the historical and pedagogical research and practical: the formation of a bank of archival materials on the history of education in the republics and regions of the Volga Federal District; publication of the textbook “History of Public Education in the Volga Federal District”; publications in peer-reviewed journals devoted to the study of educational development in the Volga Federal District; organization and conduct of the Pedagogical Festival of Student Science of the Volga Federal District republics; as well as the preparation and production of a series of television programs about the history of the development of public education in the republics and regions of the Volga Federal District.

Communication in the Lives of the Globe

2017 ◽  
Author(s):  
Emile G. McAnany
Keyword(s):  
Social Change ◽  
Interpersonal Communication ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Theory And Practice ◽  
The Past ◽  
Professional Interest ◽  
Information And Communication ◽  
History Of ◽  
Communication For Development

This book examines the history of the role of communication as a tool for bringing development and social change. Drawing on the author's own experience accumulated over the past almost fifty years of professional interest in communication for development (c4d), the book investigates how both theory and practice evolved along with the technologies. In particular, it considers what is done for and to people by large outside institutions that provide funding and what people find to do for themselves. It also evaluates where we are today in the long-term struggle to bring development and social change through information and communication technologies (ICTs) as well as interpersonal communication. Furthermore, it discusses four paradigms that have arisen in the social change and development arena over the past two decades: modernization-diffusion paradigm, critical or dependency paradigm, participation paradigm, and social entrepreneurship. The book concludes by tackling the question about how the c4d field might improve.

Social History for ‘Ordinary’ School Pupils

2021 ◽  
pp. 55-86
Author(s):  
Laura Carter
Keyword(s):  
Twentieth Century ◽  
Everyday Life ◽  
Social History ◽  
Theory And Practice ◽  
British Society ◽  
Practical Skills ◽  
Mass Education ◽  
Average Ability ◽  
History Of ◽  
The 1960S

Chapters 1 and 2 make up Part I of this book, which explains how the ‘history of everyday life’ developed and why it had such purchase in mid-twentieth-century British society. This chapter is about the theory and practice of teaching social history in schools between the 1920s and the 1960s. It explains the pedagogical framework in which ordinary consumers of history came to be conceptualized in the mid-twentieth century. It is argued that social history in schools was increasingly associated with average ability and younger pupils after 1918. Through mass education, the ‘history of everyday life’, with its premium on local settings, practical skills, emotions, and the visual, became the type of history prescribed for the ordinary, ‘modern’ pupil.

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