Lifelong Learning and Constructivism

2011 ◽  
Vol 1 (2) ◽  
pp. 7-13 ◽  
Author(s):  
Čestmír Serafín
Keyword(s):  
Lifelong Learning ◽  
Personality Development ◽  
Current Trend ◽  
Spiritual Values ◽  
New Knowledge ◽  
Social Competences

Changes in education, in its concept, has always changed in response to changes in society. The current trend of lifelong learning is therefore closely tied not only to societal trends, but also to education and, thus, with creatively humanist, trends whose goal is personality development and the constructivist creation of new knowledge. The primary aim of educators is the personality development of the learner, who is to be educated and consequently equipped not only with the necessary knowledgeable, but also with cognitive and social competences, and the moral and spiritual values of life.

scholarly journals Mathematical Literacy as an Essential Criterion of Healthy Personality Development and of Effective Education with an Emphasis on Class Climate

2015 ◽  
Vol 5 (3) ◽  
pp. 73-76
Author(s):  
Lívia Hasajová
Keyword(s):  
Personality Development ◽  
Educational Process ◽  
Mathematical Literacy ◽  
Knowledge And Skills ◽  
Class Climate ◽  
New Knowledge ◽  
Healthy Personality ◽  
Effective Education

AbstractPersonality development is determined by several factors; we have focused on the effect of mathematical literacy. Gaining new knowledge and skills not only from mathematics is influenced by class climate and the environment in which the educational process takes place.

Exploring linkages between unlearning and relearning in organizations

2019 ◽  
Vol 26 (5) ◽  
pp. 500-517 ◽  
Author(s):  
Shubham Sharma ◽  
Usha Lenka
Keyword(s):  
Literature Review ◽  
Lifelong Learning ◽  
Learning Organization ◽  
Systematic Literature Review ◽  
Design Methodology ◽  
Process Model ◽  
Content Type ◽  
Course Of Action ◽  
New Knowledge ◽  
Conceptual Difficulties

Purpose Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning. Design/methodology/approach This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning. Findings Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning. Originality/value This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.

A SELECTION OF METHODS AND TECHNIQUES PROFESSIONAL TEACHERS CAN APPLY TO THEIR OWN LIFELONG LEARNING

2018 ◽  
Vol 5 ◽  
pp. 122-136
Author(s):  
Ilga Kusnere
Keyword(s):  
Lifelong Learning ◽  
Learning Process ◽  
Personal Growth ◽  
Education Programme ◽  
Research And Innovation ◽  
Innovative Methods ◽  
New Knowledge ◽  
Methods And Techniques ◽  
Competency Based ◽  
Selection Of

A selection of methods and techniques professional teachers can apply to their own lifelong learning.Education is the key to converting knowledge and experience into practical actions, their analysis and application. It plays a key role in the synthesis of new knowledge into research and innovation. Such thoughts on education were expressed in the resolution of the sixth World Education Congress in 2011. Today, when world education forums are widely discussing how schools can better organise the learning process, when ambitious long-term reforms are being implemented in the Latvian education system—the transition to competency-based educational content and teaching methods—it is essential to assess current situation and to bring innovative methods and techniques to our teachers' own learning process. The new knowledge and experience teachers gain through lifelong learning, through their experience and the understanding of how to share it, can be presented and guided by such methods and techniques that enrich a teacher's emotional and intellectual function. My own research has confirmed my belief that for a teacher to be confident and capable enough to help her students discover the joy of learning and gain new knowledge through the process of education, that teacher must herself have the experience of active learning, insight, and personal growth through the learning process.The author has selected a number of methods and techniques for lifelong learning based on the methods and techniques developed by a number of education researchers (Kolb, 1984; Koķe, 1999; Stueck, 2010; Vedins, 2011; Ščurkova, 2016; Robinson, 2013; Amonašvili, 2017), and on her own experience of leading and developing a professional lifelong education programme for teachers. The model of teacher learning presented here has been used in practice since 2012 and has been well-received. Teachers can develop themselves mentally, emotionally and spiritually through the learning process and in doing so increase their professional value.Objective for the Study. To create a model for teaching professional teachers in the context of their own lifelong learning, to assemble a selection of methods and techniques for professional teachers’ lifelong learning, including several designed by the author, and to assess them.

scholarly journals PLAGIARISM AND ACADEMIC INTEGRITY IN SCIENCE

2017 ◽  
Vol 72 (4) ◽  
pp. 299-304
Author(s):  
V. A. Byvaltsev ◽  
I. A. Stepanov ◽  
E. G. Belykh ◽  
A. A. Kalinin ◽  
L. A. Bardonova
Keyword(s):  
Cultural Values ◽  
Academic Integrity ◽  
National Level ◽  
Academic Misconduct ◽  
Educational Process ◽  
Academic Education ◽  
Spiritual Values ◽  
Academic Knowledge ◽  
Educational Processes ◽  
New Knowledge

The review presents an analysis of contemporary literary data on the problem of plagiarism and violations of the standard codes of scholarly conduct and ethical principles, as well as methods to combat them. Academic integrity includes a set of spiritual values such as honesty, justice, trust, respect, and responsibility, as well as ideal samples which all the participants of the scientific and educational processes should follow. Violations of the principles of academic integrity are a number of incorrect actions performed by any participant of scientific or educational process. Plagiarism is an element of misconduct in academic sphere. The category of scientific plagiarism includes obvious and unobvious scientific plagiarism. The specific aspects of the problem are self-plagiarism and mosaic plagiarism. The developed anti-violation strategies and recommendations should provide guidelines and instructions for improving the level of academic knowledge of all the participants of scientific and educational processes. A modern and effective method for combating plagiarism is online text detection for originality, although this technique is not free from shortcomings. The fight against academic misconduct should be carried out on the national level: including but not limited with gaining new knowledge, training skills, and formation of professional and general cultural values at all the levels of scientific and educational processes. Further development of universal training modules which provide information on the goals of academic integrity, the most frequent reasons that lead to its violation, types of violations, how to deal with them, and possible consequences is requested. Such reference data should be widely available; introduction of new knowledge and control on implementation of its key provisions should be an integral part of modern Russian academic education.

scholarly journals Geospatial data and artificial intelligence technologies as innovative communication tools for quality education and lifelong learning

2020 ◽  
Vol 7 (1-2) ◽  
pp. 50-71
Author(s):  
Chidinma Henrietta Onwubere
Keyword(s):  
Artificial Intelligence ◽  
Social Media ◽  
Lifelong Learning ◽  
Current Trend ◽  
Learning Curves ◽  
Geospatial Data ◽  
Quality Education ◽  
Fake News ◽  
Communication Education ◽  
Time Space

The uniqueness of open and distance learning (ODL) lies in its wide reach to a large audience simultaneously in different locations. No better system than geospatial data and artificial intelligence technologies (GDAITs) can achieve this. Globally, the current trend is to use GDAITs to improve the quality of life and productivity. Education is important for any country’s economy as it enhances the overall life expectancy. Application of GDAITs in educational sector, through broadcast digitization, publishing technologies will record greater achievements in the standard of learning and the literacy of populations. At certain ages in life, people develop apathy towards learning, thus, they are cut off from additional education that could provide them with lifelong learning. With GDAITs, they can be reached with quality education anywhere. Students have constraints of time, space, and finance, for acquisition of study materials. GDAITs are able to create and deploy seamless applications which can collapse these constraints and improve the learning curves of learners. This study investigates the exposure of youths to GDAITs and the influence on their learning patterns. Gerbner’s cultivation theory serves as the theoretical framework. A survey of 200 undergraduate Nigerian students was conducted, using random sampling technique. Findings show that Nigerian youths are highly exposed to GDAITs. THw paper concludes that GDAITs contribute positively and negatively to development in diverse human activities. However, it is highly effective in fostering communication education and research in Nigeria. It recommended that information and communication technology should be taught at all levels of education, so that Nigerians can develop critical minds to distinguish what GDAITs can and cannot do. Media houses should continue to establish platforms to check fake news emanating from social media. Also, attention needs to be focused on media content to ensure that there are enough programmes that would enhance communication education in Nigeria, without fake news parasitism. Keywords: GDAITs, Communication education, Learning processes, Social media, Digitization

scholarly journals PERSONALITY DEVELOPMENT, EDUCATION AND COMPETENCE AS BASIC ELEMENTS OF CREATIVITY

2016 ◽  
Vol 4 ◽  
pp. 48
Author(s):  
Artūrs Gaveika
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Development Education ◽  
Education Development ◽  
Creative Individual ◽  
Creative Personality ◽  
New Knowledge ◽  
Modern Technologies

The task of modern technologies is not only to reproduce the obtained information, but also to motivate students to new knowledge, competence and creativity in a wider spectrum of a professional sphere. In this article the connection between education, development and competence in creation of a creative individual has been researched. The author comes to the main conclusion that the creative individual is based on the education and personal development throughout their lives through educational competence of teachers, creating individual and professional competences of a modern person as a base for creative personality.  

scholarly journals Pendidikan Islam dalam Lingkup Dimensi Sosio Kultural di Era Revolusi Industri 4.0

2021 ◽  
Vol 1 (2) ◽  
pp. 273-288
Author(s):  
Hisam Ahyani ◽  
Dian Permana ◽  
Agus Yosep Abduloh
Keyword(s):  
Research Method ◽  
Industrial Revolution ◽  
Personality Development ◽  
Islamic Education ◽  
Cultural Dimension ◽  
Spiritual Values ◽  
Digital Era ◽  
Library Research ◽  
The Impact

This study aims to analyze Islamic education within the socio-cultural and Islamic education dimensions in responding to the challenges of the industrial revolution era 4.0. This study uses a library research method. The results showed that in the scope of the socio-cultural dimension, Islamic education serves as a forum that can instill tolerance, prevent radicalism, and think moderately. Islamic education is also an instrument that can face the challenges of the this era, because unique personality development is the reason for the ability of Islamic education to survive in the era of the industrial revolution 4.0. In relation to responding to the challenges of the industrial revolution era 4.0 of Islamic education, Islamic education will not be overlooked by the negative values ​​of the impact of the this era, because Islamic education maintains strong values ​​that come from the Al-Qur'an and Hadith. In addition, Islamic education does not close itself to technological sophistication, thus opening access to higher development and adapting to the needs of society. In addition, Islamic education is also not only oriented to worldly values ​​but believes in ukhrawi values, which function as one's spiritual strength, which in this digital era spiritual values ​​are starting to be abandoned.

scholarly journals ANALYSIS OF THE CONNECTIONS BETWEEN LIFELONG LEARNING AND SOCIAL COMPETENCES OF HUMAN RESOURCES

2021 ◽  
Vol 2 ◽  
pp. 263-268
Author(s):  
Dávid Miško ◽  
Matúš Vagaš ◽  
Zuzana Birknerová ◽  
Juraj Tej ◽  
Eva Benková
Keyword(s):  
Data Collection ◽  
Social Competence ◽  
Correlation Analysis ◽  
Human Resources ◽  
Lifelong Learning ◽  
Competence Development ◽  
Starting Point ◽  
The Social ◽  
Social Competences

The primary aim of the research was to find out the existence of statistically significant connections between the assessment of the effectiveness of lifelong learning and the identification of social competence by human resources who completed social competence development training and those who did not. The starting point for data collection was the VVOS questionnaire concerning the effectiveness of lifelong learning, and the AKMK questionnaire focused on identifying social competence. The research was conducted on a sample of 211 human resources, of which 118 (55.9%) were women and 93 (44.1%) men aged from 23 to 66 years. Using correlation analysis, we identified statistically significant connections between the factors for assessing the effectiveness of lifelong learning and the factors for identifying the social competence of human resources, who have completed training to develop social competence.

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